Level 2

English
 PRESIDENTE DE LA REPÚBLICA Postcards 1B, Teacher´s Book
Second Edition
DEL ECUADOR Authorized adaptation from the United Kingdom edition,
Rafael Correa Delgado entitled Snapshot, first edition, published by Pearson Education
Limited publishing under its Longman imprint.
Copyright © 1998.
MINISTRA DE EDUCACIÓN
Gloria Vidal Illingworth American English adaptation, published by Pearson Education,
Inc. Copyright © 2008.
VICEMINISTRO DE EDUCACIÓN Copyright © 2008 by Pearson Education, Inc.
Pablo Cevallos Estarellas All rights reserved. No part of this publication may be
reproduced, stored in a retrieval system, or transmitted in any
form or by any means, electronic, mechanical, photocopying,
VICEMINISTRA DE GESTIÓN EDUCATIVA recording, or otherwise, without the prior permission of the
Mónica Franco Pombo publisher.

Pearson Education, 10 Bank Street, White Plains, NY 10606

SUBSECRETARIA
DE FUNDAMENTOS EDUCATIVOS ISBN-10: 0-13-324794-5
Monserrat Creamer Guillén ISBN-13: 978-0-13-324794-7

SUBSECRETARIO
DE ADMINISTRACIÓN ESCOLAR
Roberto Pazmiño Alvear

GERENTE DEL PROYECTO DE

FORTALECIMIENTO DE INGLÉS
Jean-Michel Mosquera

Ministerio de Educación del Ecuador

Primera edición: octubre de 2012
Dirección: Av. Amazonas N34-451 entre Av. Atahualpa
y Juan Pablo Sánz.
Quito - Ecuador

Impreso por: Editográn S.A.

Octubre de 2012

FREE COPY
NOT FOR SALE

ii_SB1A_FM_14106.indd ii 7/24/12 3:16 PM

 TO OUR TEACHERS

The Ministry of Education aims at providing Ecuador’s students with both the foreign
language knowledge and the skills needed to succeed in today’s globalized world
as English is the international language that will allow them to access knowledge
and information and that will become an instrument of personal and professional
empowerment to build a more prosperous, equitable society.

For the first time, the Ministry of Education will provide free English textbooks
to students. This will contribute to the learning process in a positive manner,
for every student will have an additional resource to aid them in their language
acquisition process.

These textbooks as well as the teaching-learning approach adopted are guided

by the Common European Framework of Reference for Languages: Learning,
Teaching, Assessment, which is an internationally recognized standard for the
explicit description of educational objectives, content elaboration, and methods as
well as a basis for the reflection on current educational practices.

Furthermore, because students will be taught under the Communicative Language

Approach, which perceives language learning as a dynamic, flexible process, and
promotes learner autonomy, teachers and learners are enthusiastically invited to
make use of the English language for meaningful communication and as a tool to
open windows to the world, unlock doors to opportunities, and expand their minds
to the understanding of new ideas and other cultures.

The Ministry of Education has also created in-service teacher standards aligned
to TESOL, establishing the benchmark as to what teachers need to know.
The B2 benchmark (CEFR), which states the minimum language proficiency level
for pre-service and in-service English teachers, has also been institutionalized,
thus guaranteeing students will have teachers who are proficient in the language.
Finally, through a rigorous evaluation procedure and teachers’ development plan,
the Ministry of Education will assist current in-service English teachers in improving
their present language proficiency levels to foster the teaching-learning processes
in the classroom.

We hope that by way of these innovations

—new standards, a new curriculum, and new
textbooks—students and teachers alike will be more
motivated in their classrooms to gain thorough
knowledge of English while developing their
personal language skills and enhancing their
professional abilities, respectively.

Ministry of Education
 Contents
Teacher’s Edition UNIT 5 Did he call her again today? T42
Game 2 T50
Project 2 T51

Scope and Sequence iv UNIT 6 I really had a great time. T52

Introduction vi Progress check T59
Characters xvi Wide Angle 2 T60

Let’s get started. T2 Fun with songs 1– 2 T62

Focus on culture 1– 2 T64
UNIT 1 Can you count? T6 Fun with grammar T68

UNIT 2 I always get up at six-thirty. T14 Word list 70

Progress check T21 Language Booster answer key 71

Game 1 T22 Unit tests 79
Project 1 T23 Quarterly tests 86
Tests answer key 94
UNIT 3 Miami—A great place to be! T24
Grammar reference 97
Wide Angle 1 T32
Peer editing checklist 104
UNIT 4 What’s Brian doing? T34 Student self-evaluation 105
Progress check T41 Certificate of achievement 107

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 Scope and Sequence
Unit Title Communication Grammar
Pages 2–5 Let’s get started.
Can you count? Ask for permission Imperatives
Talk about abilities Can to talk about abilities
(Can I?)

Pages 6–13

I always get up at Talk about daily routines Sequence words: first, then, after that, next,
finally
six-thirty. Adverbs of frequency: always, usually, often,
sometimes, rarely/seldom, never
How often?
Pages 14–20 Positions of frequency adverbs

Page 21 Progress check Units 1 and 2 Test-taking tip: Do easier test items first.
Page 22 Game 1: Racetrack
Page 23 Project 1: A snapshot of a classmate

Miami—A great place Make suggestions Prepositions of location: across from, in front
Ask and say where places are of, behind, between, next to, on the corner
to be! Talk about leisure activities of, in, on
There is/There are
Some and any
Pages 24–31

Pages 32–33 Wide Angle 1: Teens in Iceland: Hot pots and midnight sun

What’s Brian doing? Ask what someone’s doing
now
Describe what’s happening
right now
Talk about a house
Pages 34–40
Present continuous: be (am/is/are) + verb -ing
– Affirmative and negative statements
– Yes/No questions
– Information questions

Page 41 Progress check Units 3 and 4 Test-taking tip: Work carefully.

Did he call her again Talk about past events Simple past of regular verbs
Express approval and – Affirmative and negative statements
today? disapproval – Yes/No questions
– Information questions

Pages 42–49

Page 50 Game 2: Add up the questions

Page 51 Project 2: A snapshot of a field trip

I really had a great time. Talk about the past
Greet people and say good-bye
Talk about occupations
Pages 52–58
Simple past of be (was/were)
– Affirmative and negative statements
– Yes/No questions
– Information questions
Simple past of irregular verbs
– Affirmative and negative statements
– Yes/No questions
– Information questions

Page 59 Progress check Units 5 and 6 Test-taking tip: Review your answers.

Pages 60–61 Wide Angle 2: Working teens

iv Scope and Sequence

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 Vocabulary Skills Learn to learn Pronunciation

Clock times Reading: Predict missing lines Have a can-do attitude The /æ/ sound in can and
Listening: Listen for specific information can’t
Speaking: Talk about abilities and talents; Ask
permission to borrow something
Writing: Write commands

Daily routines Reading: Read for specific information; Study Plan your weekly and The pronunciation of -s
a graph daily activities and -es (simple present,
Listening: Listen for specific information and third person)
complete a chart
Speaking: Talk about routines and activities
Writing: Write about your typical day or week

Places in a town or city Reading: Read for specific information; Read a map Prepare before a Intonation in Yes/No
Leisure activities Listening: Listen for specific information presentation questions and short
Speaking: Talk about favorite places; Make answers
suggestions
Writing: Organize information in a chart

Rooms and parts of a Reading: Preview and predict an article Know how to scan an Stress on important
house Listening: Listen to an interview for specific article words
information
Speaking: Talk about favorite places in a house;
Ask Yes/No questions about a picture; Ask
what someone’s doing now
Writing: Write messages about weekend plans

Past time expressions Reading: Interpret emoticons and acronyms Take notes in class The pronunciation of -d
Emoticons and Listening: Listen for specific information and -ed (simple past)
acronyms Speaking: Talk about jealousy; Ask and answer
Yes/No questions; Talk about past events
Writing: Write a summary using the simple
past; Write information questions

Some occupations Reading: Look up the meaning of words in an Keep a list of words and The pronunciation of
article expressions was and were
Listening: Listen for specific information
Speaking: Talk about past activities; Talk
about favorite occupations
Writing: Write a story using the simple past

Scope and Sequence v

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 Introduction
INTRODUCTION
Dear Teacher,
Welcome to the second edition of Postcards, a
four-level language course designed specifically for
young teenagers who are studying English.
Principles behind the course
1. Postcards immediately captures students’
attention by:
• Introducing teenage characters with whom
students readily identify
• Presenting the real-life language that young
speakers of American English use
• Focusing on up-to-date situations, topics, and
themes that teenagers inherently recognize and
respond to
• Providing stimulating sensory input through
engaging photos, illustrations, and realia chosen
especially for the teen learner
2. Postcards holds teenagers’ attention by:
• Offering a great variety of lesson formats,
exercises, and activities
• Personalizing learning through activities that
allow students to talk about themselves, their
world, and their ideas
• Providing activities that challenge students’ minds
as well as their linguistic skills
• Offering extensive communicative practice,
cross-cultural exploration, group and individual
projects, song activities, games, and competitions
3. Postcards gives all students the opportunity to
achieve success and a sense of achievement by:
• Giving clear, concise, and easy-to-understand
language presentations
• Providing carefully sequenced exercises that allow
students to easily master English grammar and
vocabulary
• Offering level-appropriate communicative
activities that enable students to express
themselves with the English they’ve learned
• Providing extensive recycling as well as follow-
up reinforcement and practice in the Language
Booster Workbook and Grammar Builder
4. Postcards helps students set goals, develop
learner independence, and monitor progress
by:
• Setting clear goals for each unit and section
• Presenting an inductive approach to grammar
• Providing explicit instruction and practice in
learning strategies
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Postcards_splitB_TE1_FM.indd vi
• Offering extensive pair and group work with a
focus on cooperative learning and peer feedback
• Allowing opportunities for students to regularly
monitor their progress through Progress checks,
Student self-evaluation checklists, and unit and
quarterly tests
Course components
Student Book
Each Student Book consists of six units divided into
sections of two units. Each unit is followed either
by Putting it together (a photostory activity) or a
Progress check. The pattern is as follows:
Photo
Unit 1 Unit Pages Story
Progress
Unit 2 Unit Pages Check
Each Student Book also contains optional materials
that can be done with or after each of the units.
Suggestions as to when to complete each activity
are listed in this Teacher’s Edition. The optional
activities are: Games, Projects, Wide Angle on the
world, Fun with songs, Focus on culture, and Fun
with grammar.
Language Booster
The Language Booster is divided into two parts:
• A Workbook, and
• A Grammar Builder containing grammar
reference pages and extra grammar practice
exercises.
The Workbook section is divided into units
that correspond to those in the Student Book.
It gives practice in Grammar, Vocabulary, and
Communication. It also provides additional practice
in reading and writing.
The Workbook includes three levels of exercises for
each Grammar, Vocabulary, and Communication
section: Get started (easy), Move on (medium),
and Reach for the top (challenging). Designed
for mixed-level and mixed-ability classes, the
Language Booster recognizes that all students will
be motivated if they are given tasks that allow them
to succeed as well as to achieve higher goals.
Most students will benefit from completing the first
two levels of the Workbook exercises, and some may
wish to attempt all three. Students who already have
a basic knowledge of English may find they need to
complete only the second and third levels.
2/27/07 10:23:13 AM

The Skills development section includes additional
readings and skills practice.
The Grammar Builder section provides additional
grammar exercises as well as grammar reference
pages called Grammar highlights. This section
reviews and clarifies structures presented in each
unit of the Student Book.
The Grammar Builder can be used alongside
the Workbook units or at a later stage for extra
reinforcement or review.
The Language Booster is a flexible resource that
offers self-access material for students in a wide
range of teaching situations. It is not necessary for
students to work through all the material, although
they can do so if they wish.
Teacher’s Edition
The Teacher’s Edition contains unit-by-unit lesson
notes interleaved with the relevant Student Book
pages. The notes include suggestions on how to
teach the material, ideas for extension activities, as
well as all answer keys and listening audioscripts.
Photocopiable unit and quarterly tests are provided
at the end of the Teacher’s Edition, as well as an
extensive Grammar reference section.
All answer keys to the Language Booster and the
tests are found at the end of the Teacher’s Edition.
Class Audio CDs
The Class Audio CDs contain all the recorded
material from the Student Book: the Dialogues, the
Pronunciation, Useful expressions, the Vocabulary
sections, the Listening exercises, the models for the
Communication activities, the Readings, and the
Putting it together photostories.
Posters
Each level has six colorful Posters presenting key
grammatical structures, functions, and vocabulary
learned in the Student Books. They come with
teaching and review activities, and can be displayed
temporarily or permanently in the classroom.
DVDs
The DVD program is a stimulating accompaniment
to the Postcards series. The interesting, dramatic
action portrayed in the DVD program motivates
students and allows them to listen to natural
spoken language used by native speakers of
American English. A DVD Guidebook contains the
videoscripts and teacher’s notes, with suggestions
for activities that can be used to further enrich the
use of the DVD in the classroom.
Placement Test
The Placement Test allows you to know exactly
which level of Postcards is most appropriate for a
student.
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®
ExamView Test Generator
INTRODUCTION
The Test Generator CD-ROM contains a test
generator engine which allows you to create tests
from Postcards question banks, customize tests to
meet your classroom needs, and create your own
tests for in-class or Internet use.
Teaching tips
Classroom management
Setting up an environment where students feel
encouraged, motivated, challenged, and valued is
the key to a successful class. Some helpful practices
include:
• Maintain class structure. Plan each lesson well.
Maintain a regular routine when beginning and
ending class, when doing exercises and practices,
when assigning pairs and groups, and when
checking work; in this way students will have a
clear understanding of the structure of the class
and what is expected of them.
• Personalize. Learn student names at the start of
the term. Learn about your students’ personalities
and interests; use this to tailor exercises and
content to a particular class. Maintain eye contact
with your students as you teach. Let each student
know you are interested in his or her progress.
• Keep students involved. Limit the amount of
time you spend explaining information—instead,
elicit information from students by asking simple
questions in English. Alternate asking questions
of the entire class and calling on individual
students to answer; this will ensure all students
are listening, involved, and have an opportunity to
participate
• Maintain a fun, challenging pace. Set a time limit
for activities so students will know they have a
limited amount of time to complete the activity;
when most students have finished an activity,
move on to the next stage—this will motivate
students to work hard and maintain student
interest in the lesson.
• Give clear instructions. Always elicit one or
more answers at the start of a written exercise
or provide a model (teacher-student, student-
student, etc.) for pair and group work so that all
students understand what to do. If you discover
at the start of an exercise that many students have
misunderstood the instructions, immediately stop
the activity to clarify instructions and provide
another model.
• Monitor and reward students. Walk around the
room as individuals, pairs, or groups are working
on an activity. Keep an eye on all students so that
you know which ones need your help or guidance.
Reward students both verbally and nonverbally
for their effort and achievement as they work.
When students have finished an activity, always
perform a check for the class and give feedback.
2/27/07 10:23:13 AM
 INTRODUCTION
Teaching techniques
The choice of teaching techniques obviously
depends on the individual classroom situation
and your preferred teaching style. Below are some
suggested techniques:
➤ Pair and group work
Many of the exercises in Postcards are designed so
that students can work in pairs simultaneously.
In pair work, students’ talking time is increased
dramatically, and students engage in extensive
practice in a short period of time. It’s important
to vary pairings in class so each student gets an
opportunity to work with a variety of others. Vary
pairs by having students work with the student on
the left, on the right, in front of, or behind them.
To assign pairs efficiently, give explicit verbal
instructions and examples, such as Work with the
partner on your right. (pointing to the student at the
end of the row) You’re A. (pointing to the student on
his or her right) You’re B. (pointing at the next pair)
You’re A; you’re B. (pointing at the next row) You’re A;
you’re B. Etc.
You can also form random pairs. This works
especially well when you have pairs stand to
perform the exercise. Say, for example: Stand and find
a partner you haven’t worked with before. You have fifteen
seconds to find a partner. Everybody, stand and find a
partner!
Students can work in groups when they do
discussions, task-based activities, role-plays,
questionnaires, and projects. Group work is an
effective vehicle for encouraging cooperation and
independent learning. It also provides shy students
the opportunity to open up and participate. You
can form groups with students of similar ability so
that each student is performing at his or her level.
Alternatively, you can form groups of students with
mixed ability so that the more capable students can
help others. As with pairs, vary group members so
students are exposed to a variety of others. To assign
groups efficiently, give explicit instructions and
examples of how students are to form their groups.
Setting up: modeling and time limits
When students will be working independently in
pairs or groups, follow written or verbal instructions
with a model to ensure all students understand how
to proceed. Depending on student level and the
complexity of the task, you may wish to model in
more than one of the following ways to make sure
students know what to do:
• Teacher to self (T-T):
T: What’s your name? (Pause) I’m Mr. Mori.
• Teacher to student (T-S):
T: (Pointing to student) What’s your name? S: I’m Taro.
• Student to teacher (S-T):
T: (Pointing to student) Ask me. S: What’s your
name? T: I’m Mr. Mori.
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Postcards_splitB_TE1_FM.indd viii
• Student to student (S-S):
T: (Pointing to student) Ask Taro. S1: What’s your
name? S2: I’m Taro.
• Student 1 to Student 2 to Student 3, etc., in a chain
(S1-S2-S3):
T: (Pointing to student) Taro, ask Miki. Miki, answer
and ask Tomo. Tomo, answer and ask the next student,
and so on. S1: What’s your name? S2: I’m Miki.
What’s your name? S3: I’m Tomo. What’s your name?
S4: I’m . . .
To make sure students are focused and work quickly,
set a time limit for the task. Warn students halfway
through the task how many minutes they have left.
Warn them again one minute or so before the time
is up.
Monitoring and correction
After modeling, it’s important to move around
the classroom and unobtrusively monitor pairs or
groups. While monitoring:
• Make sure students are demonstrating that
they understand how to do the exercise; if most
students have not understood, you may need to
do another model.
• Make sure that students are using the main target
language (the grammatical or lexical focus of
the practice) correctly; if most students are not,
you may want to stop to do a quick review and
encourage students to pay attention to language
usage.
• Don’t correct minor errors. Just take note of any
important ones or ones which would be helpful
for the whole class to give feedback on later.
• Move unobtrusively from group to group to help,
encourage, and praise students as needed. Listen
for pairs or groups with typical or interesting
conversations—you may wish to call on these to
share their work during the check.
Following through: checking
After pairs or groups have finished an exercise, it
is important to check by calling on a few pairs or
groups to present their exchanges, ideas, summaries,
etc., to the class. This will allow the class to see
typical or interesting examples of pair and group
work, and provide feedback and closure. For
dialogues and exchanges, call on pairs or groups
to stand and perform for the class. For discussions,
you may wish to call on one person from the pair or
group to summarize the conversation.
➤ Repetition and choral practice
Repetition and choral practice helps students
reproduce and remember sounds, words, and
structural patterns. Repeating chorally can also help
students gain confidence before they are asked to
perform individually. Repetition and choral practice
can be used with Dialogues, Putting it together
photostories, Grammar focus charts, Pronunciation
exercises, Vocabulary lists, Useful expressions, and
Communication and Speaking exchanges.
2/27/07 10:23:14 AM
 Options
Below are some different patterns for repetition and
choral practice:
• Whole class: Everyone, repeat after me/the CD.
Optimal for the first time a dialogue, exchange,
or vocabulary item is presented—the whole class
repeats after the teacher or audio.
• Half the class at a time: This half of the class repeat
after A, then this half of the class after B. Useful for
dialogues or exchanges with two roles, or for
encouraging competition between two sides of a
class for each line of a dialogue or exchange. This
can also be done with horizontal or vertical rows:
(Pointing to the appropriate rows) Even-numbered
rows repeat after A, odd-numbered rows repeat after B.
• Groups: This group repeats after A, this group after
B, and this group after C. Useful with dialogues or
exchanges involving multiple roles. Make sure
each group gets to repeat after each role once.
• Individual checks: Pedro, repeat. Useful for
monitoring individual pronunciation and keeping
all students actively involved, individual checks
can be interspersed with any class or group choral
repetition.
Techniques
A good technique for choral practice is
“backchaining,” in which students repeat an
utterance—usually a sentence—in parts, starting
from the end and building up to the complete
utterance; for example: Repeat after me, everybody
. . . start? . . . movie start? . . . does the movie start? . . .
What time does the movie start? The key to effective
backchaining is to keep intonation consistent.
Choral repetition must be fast-paced and
challenging in order to maintain student
involvement. A good technique for maintaining
pace is “overlapping,” or presenting the beginning
of a new line or phrase just as students are finishing
repeating the previous one; for example:
Teacher: How are you?
Class: How are you?
Teacher: I’m fine, thanks. (as students
are saying you)
Important stress and intonation patterns can be
emphasized by exaggerating and using body
language during choral repetition; for example,
saying stressed words more loudly and with
gestures: What TIME does the movie START?
➤ Homework and homework correction
The writing exercises in the Student Book and in
the Language Booster may be given as homework.
It is a good idea to prepare students beforehand
for homework by making sure that instructions
are understood, clarifying any new vocabulary or
expressions, and eliciting one or two exercise items
for each step or exercise.
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Postcards_splitB_TE1_FM.indd ix
INTRODUCTION
Homework can be corrected in the following ways:
• Check answers to exercises by eliciting the
answers orally in class and writing answers on the
board as needed.
• Have students correct their partner’s exercises
using a photocopied answer key or with the
teacher reading out the answers.
• For written paragraphs and compositions, have
students check their partner’s work using the Peer
editing checklist (page 138 of the Student Book).
Suggested procedures for the Student Book
The Student Book offers an array of interesting and
engaging material that students will enjoy doing in
class. Below are some suggested general procedures
for each element in the Student Book.
➤ Learning goals
The Learning goals highlight the main points of
Communication, Grammar, and Vocabulary in each
unit. Before starting a lesson, you may want to have
students look at the Learning goals.
Suggested procedures
• Draw students’ attention to the items in the
Communication section; for example, Talk about
abilities, Ask for permission (Unit 1). Ask the class to
give examples, either in English or L1, of language
that they expect to learn in the unit.
• Read or call on a student to read aloud the
Grammar goals. Don’t explain the grammar point
at this time; it is enough to introduce students to
the terminology at this point. Tell students that
they will learn more about the Grammar points in
the unit.
• Refer students to the word groups listed in the
Vocabulary section; for example, Clock times
(Unit 1). Elicit examples of English words students
already know in these groups.
• After students have completed the unit, you may
wish to have students refer back to the Learning
goals. Ask them to give examples for each of the
goals listed, and to confirm that they have met the
goal.
➤ Large photographs
The large photographs that accompany the
presentation material at the beginning of each unit
are an important teaching resource. They can be
used for warm-up and to help students predict the
scene of the dialogue or the focus of the activity.
They can also be used to elicit key vocabulary or to
teach cultural differences between the United States
and the students’ own culture. After the lesson, the
photographs can also be used to review what the
students already know about the characters, such as
their names, ages, and relationships.
Suggested questions for exploiting the large
photographs are given in the teaching notes.
2/27/07 10:23:14 AM
 INTRODUCTION
➤ Dialogues and Comprehension exercises
The dialogues in Postcards develop the storyline and
present new structures and functions in context.
The following guidelines are for handling dialogues
in general. Specific suggestions for teaching the
dialogues are given in the lesson notes.
Suggested procedures
Before you play the dialogue:
• Ask questions about the large photograph to
set the scene for the dialogue and help students
predict what it will be about.
• Have students cover the dialogue with a notebook,
a piece of paper, or their hand.
• Tell them to look at the Comprehension
questions. Read or call on students to read the
Comprehension questions aloud. Alternatively,
have students read the questions silently. Preteach
any new vocabulary students will need to
understand to answer the questions.
Depending on your students’ abilities, play the
audio once, twice, or three times. After each
listening, give your students a moment to complete
their answers to the Comprehension questions. You
may want to ask students to raise their hands if
they would like to listen again. When students have
completed the questions:
• Have students uncover the dialogue. Play the
audio and have students read along to check their
answers to the Comprehension questions.
• Elicit the answers, writing them on the board if
needed. If students have difficulty with any of the
items, elicit the line(s) of the dialogue where the
answer is given.
• Play the audio again, stopping at intervals to
explain or elicit the meanings of new vocabulary
or expressions, to elicit the unit’s grammatical
structures, or to give background information
(see dialogue Background notes in this Teacher’s
Edition). Some techniques for teaching new
vocabulary are:
• using real objects in the classroom environment
• showing flashcards or magazine pictures
• using sketches and diagrams on the board or
overhead projector
• miming and acting
• explaining meanings in simple English
• having students use dictionaries
Depending on your students’ needs and your
situation, you may want to either move on to the
next exercise at this point, or you may instead want
to have students practice the dialogue to further
familiarize them with it. Procedures for further
practice are:
• Read or play the dialogue again, pausing after
each sentence or line for students to listen and
repeat chorally and individually. Work on
Postcards_splitB_TE1_FM.indd x
students’ pronunciation, intonation, and stress.
Vary the choral repetition pattern for different
dialogues (see Options, page ix) and use a
variety of techniques (backchaining, overlapping,
exaggeration and body language; see Techniques,
page ix).
• Assign students to pairs or groups, depending on
the number of characters in the dialogue, and have
them practice reading aloud. Make sure students
switch roles so that each student has the chance to
read each role at least once.
• Time permitting, after the initial pair or group
readings, you may want to do one of the following
actitities to increase students’ fluency and grasp of
the language:
• Have students change partners or groups and
practice each role again; encourage students to
read as quickly and as naturally as they can.
• Have students silently read each line, then look
up and say it, making eye contact with their
partner(s) as they speak.
• Have students stand and act out the parts
dramatically, using facial expressions and
gestures.
• After pair or group practice, call on one or two
pairs or groups to stand and perform the dialogue
in front of the class.
➤ Useful expressions
The Useful expressions are a selected list of phrases
and expressions from the dialogue that are either
common collocations or colloquial expressions. The
students should learn these as fixed items. Do not
attempt to explain the grammar behind the phrases
unless the students ask specifically for information
of this kind. Useful expressions are recycled in
appropriate contexts in the rest of the unit and in the
subsequent units.
Suggested procedures
• Check that the students understand the meanings
of the expressions by eliciting the meaning or
having them give examples of situations when the
expressions are used.
• Play the audio and ask the students to repeat the
phrases chorally. Work on pronunciation, stress,
and intonation as needed. Then have students
complete the exercises.
• You may want to keep a list of the Useful
expressions presented during the course so that
you can use them yourself when interacting with
students and review them at regular intervals.
➤ Vocabulary
Vocabulary is presented in lexical groups and
practiced through exercises and tasks linked to the
grammatical or communicative focus of the unit.
The illustrations in Postcards have been carefully
chosen to help you teach new vocabulary.
2/27/07 10:23:14 AM
 Suggested procedures
• Play the CD and have students practice
pronouncing the vocabulary items. Pause the
audio and help students as needed. Use the
illustration or another teaching device to make
sure students understand the vocabulary.
• Model or elicit the first one or two exercise items.
Then have students work individually, in pairs, or
in groups to complete each exercise. Monitor, help,
and praise students as they work. When most
students are finished, call on students to share
their answers with the class.
• You may want to have students keep a small
notebook in which they list new words and
expressions along with their definitions.
➤ Pronunciation
The Pronunciation exercises isolate and practice
important sounds, stress and intonation patterns, as
well as suprasegmental features (linking, blending,
etc.).
Suggested procedures
• Briefly introduce the pronunciation feature.
Model mouth position for basic sounds; use
the board or gestures for stress, intonation, and
suprasegmental features. Special tips for teaching
each pronunciation item are included in the lesson
notes for each unit.
• Play the audio and have students practice the
target sound several times. Pause the audio and
help students as needed. When students are able
to form the correct sounds, have them complete
the related exercise.
Phonetic transcriptions in the Teacher’s Edition
follow those used in the Longman Dictionary of
American English.
➤ Grammar focus, Discovering grammar, and
Practicing grammar
The Grammar focus charts present the grammatical
forms or structures taught in a unit. The Grammar
focus presentations are always followed by
Discovering grammar. This section invites students
to learn grammar inductively—that is, to figure out
the main grammar rules by themselves. Discovering
grammar is followed by the Practicing grammar
section, which consists of several practice exercises
that enable students to produce the relevant
grammatical form or structure presented in the
Grammar focus chart.
Suggested procedures
• Read the grammar chart heading aloud or call
on a student to read it. Explain or elicit any new
grammatical terms.
• Have students read the examples, either silently or
aloud. Tell them to pay particular attention to the
parts in boldface.
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INTRODUCTION
• Ask students to think about the grammar rule or
rules involved. Then have them work individually
or in pairs to complete the Discovering grammar
section.
• Elicit answers to the Discovering grammar section.
Clarify any difficulties.
• Explain or elicit other relevant information about
the grammatical item(s) presented in the chart (see
specific teaching notes for each lesson, as well as
the Grammar reference section at the back of this
Teacher’s Edition). Refer the students back to the
dialogue or presentation text to find examples of
the structures, if helpful.
• Move on to the Practicing grammar section
immediately. These exercises should be done in
class rather than as homework. This will enable
you to detect any problems the students may
have with applying the grammar. The exercises
progress from more controlled to less controlled
application of the grammar.
• For each Practice exercise, model or elicit the first
one or two answers or exchanges. Have students
work individually, in pairs, or groups to complete
each exercise. Walk around the room to monitor,
help, and praise students as they work. When the
majority of the class is finished, elicit the answers
or call on pairs or groups to present to the class.
Write answers on the board as needed.
➤ Communication
The Communication sections focus on the important
communicative functions to be practiced in the
unit. The communication exchanges either develop
the grammar from the unit in a communicative
context—for example, Talk about your routines
(Unit 2)—or exemplify communicative sentences
without emphasis on the underlying grammar—for
example, Make suggestions (Unit 3).
Suggested procedures
• Point out the communicative function to be
practiced and play the audio.
• Practice the exchanges chorally, using
backchaining to help students with overall rhythm
and intonation (see Techniques, page ix).
• Read the instructions for Exercise B and model
the role-play (teacher-student, student-student,
etc.). Have students practice in pairs or groups,
with each student practicing each role one or
more times. To help students internalize and gain
fluency with the language, assign new partners
and have students practice again; alternatively,
have students stand and practice, changing
partners several times (say, for example, Practice
with at least four other students).
• Call on one or more pairs or groups to stand and
perform for the class. If helpful, you may want to
have students write out the conversation after the
oral practice.
2/27/07 10:23:14 AM
 INTRODUCTION
➤ Learn to learn
The Learn to learn sections are designed to help
students become better language learners. This
section presents general learning strategies as well
as specific strategies for reading, listening, speaking,
writing, and vocabulary acquisition. Students are
then given a task with which they can practice
applying the learning strategy.
Suggested procedures
• Read the strategy aloud or call on a student
to read it. Elicit or explain how the strategy is
helpful.
• Tell students that they will now practice using the
strategy. Read or call on students to read the task
instructions. Model or elicit one or more answers if
needed. Then have students complete the task.
• After checking the task, ask students if they found
the strategy helpful. Elicit when and where they
could apply this strategy.
• Recycle the strategy whenever applicable: recycle
a reading strategy in the next reading exercise,
recycle a listening strategy in the next listening
exercise, etc. Recycle by reminding students of the
strategy, eliciting how to perform it, and asking
students to practice applying it. By repeatedly
applying the strategy, students will internalize it.
➤ Teen talk
The Teen talk sections are designed to let students
talk about topics of interest in a casual, relaxing
manner with little or no teacher intervention.
While many of the activities in Postcards focus on
accuracy, Teen talk focuses primarily on teen-to-teen
communication. It gives students a chance to pay
less attention to form and more attention to getting
their ideas across in English.
Suggested procedures
• Read or have students read the instructions, then
quickly chorus the Useful language. Follow with
a teacher-student or student-student model of the
beginning of the discussion.
• Assign groups and let students discuss. Walk
around and monitor as students work. You may
occasionally need to mediate—for example, to
encourage shy students to give their opinions—
but avoid correcting or offering language help
unless asked.
• When students have finished, call on several
students to share their thoughts and ideas on the
topic with the class.
➤ Your turn
The Your turn section personalizes a topic and
allows students to apply recently learned language.
The activity may be oral (see Unit 1, for example) or
written (as in the Focus on culture sections). Follow
standard procedures for pair, group, or writing
activities.
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➤ Listening
There are a variety of types of Listening exercises in
Postcards. All include the structures, functions, and
vocabulary in focus. Audioscripts may highlight
a telephone conversation, an extract from a radio
program, an interview, or a recorded continuation
of the storyline featuring the main characters. Each
listening is accompanied by a simple task such as
completing a chart or answering comprehension
questions. Some tasks ask students to listen for
specific information, while others encourage them to
listen for gist rather than at word level.
Suggested procedures
• Set the context of the Listening. Ask warm-up
questions to generate interest.
• Make sure that students understand the
instructions and task.
• Always have students read over the questions,
chart, etc., before they begin. Elicit or explain any
new words in the task.
• Play the audio once for students to grasp the
general idea. Ask a few simple comprehension
questions. Play the audio again once or twice
and have students complete the answers to the
task as they listen. If students still have difficulty
completing the task after a third listening, play
the audio once more and stop at key points where
students need to record information.
• Check the answers to the task. Replay the audio if
helpful.
➤ Reading
The importance of reading cannot be overestimated.
It gives confidence and motivates learning. It
provides context for new language and serves as
a model for writing. Most important of all, it is
a stimulus for ideas and discussion. The reading
texts in Postcards are varied in type and length and
are often adapted from authentic sources such as
brochures, newspapers, and magazines.
Suggested procedures
• Ask a few general warm-up questions to set the
context of the reading. Elicit the title and ask
questions about the photographs. Ask students to
predict what the reading will cover.
• Have students read the instructions and questions
or task, explaining any new vocabulary words
therein. Make sure students understand what they
are to do.
• Have the students read the text silently once
or twice to themselves. Alternatively, play the
audio or read the text aloud the first time with
the students following along in their books, then
let them read the text again silently. Encourage
students to guess the meaning of new words and
expressions as they read.
• Have the class do the comprehension task, either
individually or in pairs.
2/27/07 10:23:14 AM

• Check the answers. Elicit or explain the meanings
of any key vocabulary items. If helpful, have the
students do a final confirmation reading of the text.
➤ Writing
Writing tasks have a twofold purpose: to consolidate
the language in focus and to help students produce
specific text types. The detailed lesson notes give
guidance for handling specific writing tasks.
Suggested procedures
• There is often a model reading or set of questions
that will help guide students through the
Writing exercise. Encourage them to consider the
model as they think about and then write their
paragraph(s).
• Help students brainstorm about what kind of
content they might include in their writing. You
may wish to do this as a class, in groups, or in
pairs.
• Encourage students to make notes or an outline
before they begin writing. If helpful, review the
relevant paragraph structure with your students;
for example:
• topic sentence
• examples or support
• conclusion
• If students are performing the Writing exercise
in class, circulate to monitor and help them.
Encourage them to check a dictionary for the
spellings of new words.
• After students have finished their writing, have
them exchange papers with a partner and mark
their partner’s work using the Peer editing
checklist on page 138. Then have students take
back and correct their writing before turning it
in to you. You may wish to have students use the
following correction symbols when marking each
others’ work:
sp = spelling gr = grammar wo = word order
v = vocabulary p = punctuation
➤ Putting it together
Putting it together is a photostory activity that
occurs at the end of odd-numbered units (Units
1, 3, and 5). It features the main characters and
consolidates previously learned language with a
predicting and listening activity. Follow standard
listening activity procedures.
You may want to extend this section by treating
the photostory text as a dialogue with chorusing
and pronunciation work, pair or group practice,
and dramatic reenactment. The photographs and
dialogue can also be used to discuss American life
and culture and compare it with students’ own.
➤ Progress checks
The Progress checks are found after every two
units (Units 2, 4, and 6). They give students a
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INTRODUCTION
chance to measure their progress on a regular basis.
Each begins with a Test-taking tip to help students
learn strategies for doing their best on tests. The
Progress check tasks are divided into three sections:
Grammar, Vocabulary, and Communication. There
is also a Now I Can . . . checklist for students to
reflect on what they have learned in the previous
two units.
To calculate student scores on the Progress checks,
simply total the number of possible points per
section (the number of items minus the examples).
Then divide the number of correct responses by the
total number of points. For example, on a test with
63 possible points, a student answered 46 correctly.
Divide 46, the number of correct responses, by 63,
the number of possible points. The calculation
(46 ÷ 63 = .73) results in a score of 73%.
Optional Sections
The following are optional sections that can be
done with or after units. Suggestions as to teaching
procedure and when to complete each activity are
listed at the optional point of use. You may wish to
use all of these activities or just a few, depending on
your situation and student needs.
➤ Games
Games are found after Units 1 and 2 of the Student
Book. The Games are designed to practice relevant
grammar and vocabulary in a relaxed and fun format.
They provide students with the opportunity to
consolidate language while having fun.
➤ Projects
Projects are found after each game. These Projects
provide students with the opportunity to produce a
piece of work based on their own input and ideas,
while at the same time consolidating and expanding
on the language they have learned. Project work
fosters creativity, learner independence, and
cooperation with other students.
Make sure that you and the students can give
sufficient time to each Project. Some may be
completed in one or two class hours, while are
longer-term assignments.
➤ Wide Angle on the world
Wide Angle readings come after every third unit.
Each expands on a theme from previous units.
Wide Angle offers additional integrated practice in
reading, speaking, listening, writing, vocabulary
development, and learning strategies.
➤ Fun with grammar
Throughout the units, students are referred to
the Fun with grammar activities located in the
back of the Student Book. These grammar-based
competitions are designed to be fun while at the
same time allow for review and reinforcement of
unit content.
2/27/07 10:23:15 AM
 INTRODUCTION
➤ Fun with songs
The Fun with songs section is found at the end of
the Student Book. These song projects provide an
opportunity for students to take a break and relax,
listen to and discuss music and musicians, and gain
a greater appreciation and understanding of English
songs.
➤ Focus on culture
Focus on culture pages are found at the end of the
Student Book. These readings allow students to gain
cross-cultural understanding through the study of
other cultures and comparisons with their own. Each
Focus on culture spread includes discussion and
writing practice.
Special Features in the Teacher’s Edition
➤ Background notes
Background notes in this Teacher’s Edition present
in-depth information on U.S. and world culture as
touched on in the dialogues, exercises, and readings
presented in the Student Book. Relevant information
from the notes can be shared with students to
increase their cross-cultural understanding.
➤ Focus on multiple intelligences
Recognizing that students have a variety of learning
styles and abilities, teaching suggestions in this
Teacher’s Edition include notes on activities with
a strong focus on multiple intelligences. These
activities will benefit students with natural affinities
to specific intelligences and related learning styles.
At the same time, focusing on different intelligences
can help all students explore and further develop
a wider range of learning modes. The intelligences
highlighted in the teaching notes are:
Kinesthetic: Students with a strong kinesthetic, or
bodily, intelligence will learn well when engaging
in activities involving motor skills. Activities such
as hands-on projects, games, total physical response
exercises (TPR), and the acting out of dialogues
and scripts with movement and gestures stimulate
kinesthetic intelligence.
Visual: A student with visual/spacial intelligence
responds to visual representations and is good at
creating mental images. Making or using pictures,
diagrams, graphic organizers, maps, symbols,
photos or videos, etc., will be helpful for this type of
learner, as will activities involving visualizing.
Auditory: A student with strong auditory/musical
intelligence is sensitive to sounds and patterns of
rhythm, intonation, and pitch. Students with this
type of intelligence will be stimulated by activities
involving sound—pronunciation and intonation
work, listening exercises, songs, jazz chants, etc.
Logical: A student with developed logical/
mathematical intelligence is good at thinking
logically, recognizing patterns, and doing
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Postcards_splitB_TE1_FM.indd xiv
calculations. A logical learner will benefit from
activities involving deductive and inductive
thinking, classification, rules, and processes.
Linguistic: Students with a high degree of linguistic
intelligence are talented at extracting meaning from
text and using language to express meaning. They
tend to be good at learning languages and generally
have an affinity for writing, reading, summarizing,
giving speeches, and other language-based activities.
Interpersonal: Students with a high degree of
interpersonal intelligence have a developed
sensitivity to others and learn well through social
interactions. Pair and group work, collaborative
learning, interviewing, writing dialogues, and
reflecting on social situations presented in dialogues
are examples of activities helpful to an interpersonal
learner.
Intrapersonal: A student who is self-reflective
and sensitive to his or her own feelings tends to
have a high degree of intrapersonal intelligence.
Independent work, self-assessment, self-reflection,
personalizing, journal-writing, and thinking about
one’s personal reaction to situations and topics will
be of benefit to the intrapersonal learner.
➤ Focus on values
As the classroom is one of the best places to help
young people develop values and character, each
unit of the Teacher’s Edition includes notes focusing
on values. The characters and situations presented
in the dialogues and photostories are modeled after
real teens and thus present numerous opportunities
for reflection on appropriate and inappropriate
behavior. Focus on values notes provide suggestions
on how to help students recognize and react to
implicit and explicit values, attitudes, and behavior
in dialogues and photostories.
➤ Cross-curricular activities
The Teacher’s Edition includes Cross-curricular
activity suggestions for each unit of the Student
Book. These activities encourage students to
use—and sometimes expand—their knowledge of
social studies, science, literature, and the arts while
practicing English.
➤ Home/School connection
Parents play a fundamental role in the education
of their children. The more they get involved and
encourage their children, the better results students
achieve. For this reason the Teacher’s Edition
provides Home/School connection suggestions
on increasing parental involvement in students’
English education.
➤ Grammar reference
The Grammar reference section found at the end of
the Teacher’s Edition provides in-depth grammatical
background about the structures and elements in
2/27/07 10:23:15 AM
 INTRODUCTION
each of the grammar charts in the Student Book. The
Grammar reference section provides any necessary
grammatical information the teacher needs to
successfully teach the unit grammar. Depending
on the level and prior knowledge of students, the
teacher may wish to share or elicit some or all of this
extra grammatical information in class.

➤ Unit and Quarterly tests

Photocopiable Unit and Quarterly tests (every
three units), as well as their answer keys, are found
at the end of the Teacher’s Edition. The answer
keys specify the total number of possible points for
each test: 50 points for Unit tests and 150 points for
Quarterly tests. To calculate student scores, simply
divide the number of correct responses by the total
number of possible points. For example, on a test
with 50 possible points, a student answered 45
correctly. Divide 45, the number of correct responses,
by 50, the number of possible points. The calculation
(45 ÷ 50 = .90) results in a score of 90%.

➤ Student self-evaluation checklists

A photocopiable Student self-evaluation checklist is
found at the end of the Teacher’s Edition. You may
copy and give this to students after each unit so that
they may reflect on and assess their own progress.

➤ Certificate of completion
The Certificate of completion at the back of this
Teacher’s Edition may be photocopied and given to
students at the successful completion of this course.
The certificate serves as a concrete symbol of the
effort and progress the student has made in his or
her English study.

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 Summary: In Student Book 1A, Brian
Williams, an exchange student from Australia,
comes to the United States to live with an
American family, the Gibsons, for a summer.
The Gibson children—Andy, Liza, and
Robbie—and Mrs. Gibson meet Brian at the
airport. Liza is immediately attracted to Brian.
She tells her best friend, Annie, about Brian
vi-5_SB1B_LGS_14106.indd vi
but refuses to have the two meet. Later, Brian
meets Joey, Liza’s only cousin.
Busy with Brian, Andy has no time for his
girlfriend, Caroline. He forgets her birthday.
When he visits Caroline at her house, she
is understandably upset. She pretends to
be very interested in Brian, which worries
Andy.
1/22/07 3:06:47 PM
vi-5_SB1B_LGS_14106.indd vii 1/19/07 2:06:28 PM
 Vocabulary
1 Numbers 1–20 B. Write the month of each holiday or event.
1. Halloween October
A. 2 Listen and repeat the numbers.
2. Valentine’s Day
1 one 8 eight 15 fifteen 3. Christmas
2 two 9 nine 16 sixteen 4. New Year’s Day
3 three 10 ten 17 seventeen 5. Your birthday
4 four 11 eleven 18 eighteen
5 five 12 twelve 19 nineteen
6 six 13 thirteen 20 twenty 4 Days of the week
7 seven 14 fourteen 5
A. Listen and repeat the days of the week.

B. PAIRS. Close your book. Take turns Sunday Monday Tuesday Wednesday
counting up to 20. Thursday Friday Saturday
A: One. B. A week has five weekdays and a two-day
B: Two. weekend. Look at the calendar and circle
A: Three. the days that make up a weekend.
JANUARY
Sunday Monday Tuesday Wednesday Thursday Friday Saturday

2 The English alphabet 1 2 3 4 5

A. 3 Listen and repeat the alphabet. 6 7 8 9 10 11 12

Aa Bb Cc Dd Ee Ff Gg Hh Ii 13 14 15 16 17 18 19

Jj Kk Ll Mm Nn Oo Pp Qq Rr 20 21 22 23 24 25 26

Ss Tt Uu Vv Ww Xx Yy Zz 27 28 29 30 31

B. PAIRS. The English alphabet has five

vowels. Write the vowels in the blanks. 5 Colors
A. Look at the colors.

C. How many consonants are there?

green black red orange

3 Months of the year

A. 4
Listen and repeat the twelve months
yellow blue brown white
that make up a year.
January February March April
May June July August B. PAIRS. What colors do you like? Tell your
September October November December classmate.
A: I like yellow and blue. B: I like red.
2 Let’s get started.

vi-5_SB1B_LGS_14106.indd 2 1/17/07 7:20:26 PM


Vocabulary
1 Numbers 1–20 (10 min.)
A.
• Have students open their books. Hold up your
book and point to the instructions for Exercise A.
Say Read the instructions as I read them aloud. The
combination of aural and written input will help
students grasp their task more easily.
• If helpful, model repeating a few numbers with
the class before you start the audio.
• 2 Play the audio, pausing for students to
repeat. Work on pronunciation as needed. Replay
the audio if helpful and have students repeat
again.
B.
• Have the class read aloud the numbers in their
books. Continue to work with pronunciation.
• PAIRS. Direct students’ attention to Exercise B.
Read the instructions aloud. Have students close
their books. With a strong student, model taking
turns counting. Assign partners and walk around
to monitor and help as students practice. When
they are finished, have them change roles and
practice again; demonstrate this with a pair.
2 The English alphabet (10 min.)
A.
• 3 Point to and read the instructions aloud as
students follow along in their books. Play the
audio as students listen and repeat. Work on
pronunciation, replaying the audio if needed.
B.
• Point to and read the instructions aloud. Elicit or
explain the meaning of vowel (a letter that stands
for a sound made by letting air out without
stopping it with the lips, tongue, or teeth).
• Elicit the answer to the first blank. (Aa) Write this
on the board and have students write it in the
blank in their textbook.
• PAIRS. Assign pairs and walk around as students
work. Then elicit the answers and write them on
the board. (Aa, Ee, Ii, Oo, Uu)
C.
• Elicit or explain the meaning of consonant (a letter
that stands for a sound made with the lips, tongue,
or teeth).
• Have students count and write down the number
of consonants. Then elicit the answer and write it
on the board. (21)
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Postcards_splitB_TE1_FM.indd T2
TEACHER’S NOTES
Extension
Say several letters in sequence (a, b, c, d) and then
pause to see if students can supply the next letter.
Continue, giving fewer and fewer letters before
pausing.
3 Months of the year (10 min.)
A.
• 4 Play the audio one or more times as students
listen and repeat.
B.
• Read the instructions aloud and elicit the answer
to the first two items. Write the answer to the
second item on the board.
• Have students work individually or in pairs.
Check by calling on volunteers.
Answer key
1. October 2. February 3. December 4. January
5. Answers will vary.
4 Days of the week (5 min.)
A.
• 5 Play the audio one or more times as students
listen and repeat.
B.
• Read the instructions aloud. Elicit or explain the
meanings of weekday and weekend.
• Point to the January calendar. Elicit the first
weekend days. Write them on the board and
model circling them in your book. Then have
students work individually to finish circling the
dates. When students have finished, elicit the
answers and write them on the board.
5 Colors (5 min.)
A.
• Have students look at the colors in their books.
Read the names aloud and have students repeat.
Then point to the colors and elicit the names from
the class.
B.
• PAIRS. Read the instructions aloud. Then read
the example exchange and have students repeat.
Model the activity with a student. Then call on a
pair to stand and model it for the class.
• Assign pairs and have students ask and answer.
Then elicit answers from different students.
• Take a class survey of the most popular colors by
asking students to raise their hand when you call
out one of their favorite colors.
2/27/07 10:23:15 AM
 TEACHER’S NOTES
6 A classroom (10 min.)
A.
• Have students look at the pictures and repeat as
you point to and read each word aloud.
• Say each word again and point to or touch its
equivalent in your classroom. Have students
repeat the word after you. Then point to an item in
the classroom and elicit the word from the class.
B.
• PAIRS. Read the instructions aloud and have the
class repeat the example after you. Then model
the activity with a student, demonstrating taking
turns. Next, call on a pair to stand and model this
activity for the class.
• Assign pairs. Walk around to monitor as students
practice.
• To check, call on a student to come to the front and
ask about the colors of objects in the classroom.
Have the class answer together.
7 Classroom objects (15 min.)
A.
• If possible, gather the actual items in the list
and have them ready on your table beforehand.
Introduce this activity by eliciting or teaching the
names of each item on the table; for example, pick
up a book and ask What is this in English? Write the
answers on the board.
• 6 Have students open their books. Read the
instructions, then play the audio one or more
times as students listen and repeat.
B.
• Read the instructions aloud. Model the activity
by holding up an item you have, saying its
name, then checking the appropriate box in your
textbook.
• To conclude this activity, call on a student to tell
you what boxes he or she checked. Then say each
item aloud and have students hold up the item if
they have it.
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Postcards_splitB_TE1_FM.indd T3
8 Classroom commands (10 min.)
A.
Focus on multiple intelligences: this activity
focuses on kinesthetic intelligence.
• Call on a strong student to read the instructions
aloud. Then hold up your book. Point to each
command, read it aloud, and have the class repeat
after you.
• Say each command again, have students repeat,
then model performing the command. Have
students perform the command after you. (For
Come in, you may want to act out knocking on and
then stepping through an imaginary doorway.)
Then say each command again in random order
and have students act it out with you. Continue
until you feel students have learned the actions
that go with each command.
B.
• PAIRS. Assign pairs, indicating which student
in each pair is Student A and which is Student B.
(Pointing, say You’re a pair. You’re Student A. You’re
Student B.) Model performing the activity with a
student. Then call on a pair to stand and model it
for the class.
• When students have finished, tell them to switch
roles. If helpful, demonstrate this for the class with
the student you modeled with previously.
• To check, have the class close their books. Say the
commands in random order and have the class act
them out. To make this more fun and challenging,
pick up the speed of your commands as you
proceed.
2/27/07 10:23:17 AM
 teacher
wall
board door
6 A classroom window

A. Look at the picture and read the labels.

student
B. PAIRS. Take turns. Ask for the colors of these things in
your classroom.
board door wall desk
For example:
floor
A: What color is the board? B: Black.
desk

7 Classroom objects
A. 6 Look at the pictures as you listen and repeat the words.

❑ eraser
❑ book ❑ folders
❑ crayons
❑ markers ❑ notebook
❑ pen

❑ pair of scissors ❑ pencil ❑ ruler

❑ notepad ❑ poster board

B. Look at the words in Exercise A. Check (✔) the items you have.

8 Classroom commands
A. Look at the pictures and read the commands.

1 Come in. 2 Stand up. 3 Sit down.

4 Open your book. 5 Close your book. 6 Write.

Exchange work
7 Listen. 8 Raise your hand. 9 with a classmate.
B. PAIRS. Student A, give a command. Student B, do Student A’s command. Switch roles.

Let’s get started. 3

vi-5_SB1B_LGS_14106.indd 3 1/17/07 7:20:31 PM

 9 Words for people
A. 7 Look at the pictures as
you listen and repeat the
words.

B. Write the name of a

member from your family baby boy girl
next to each word.
1. baby
2. boy
3. girl
4. teenager
5. man
teenager man woman
6. woman

10 Common adjectives
A. 8 Look at the pictures as you listen and repeat the words.

beautiful young

small big
handsome old

B. Think of a famous person. Write three adjectives that describe that person. short tall

Name: Adjectives:

11 U.S. money
A. 9 Listen and repeat the words.

• a penny or one cent = 1¢ • fifty cents = 50¢

• a nickel or five cents = 5¢ • a dollar or one dollar = $1.00

• a dime or ten cents = 10¢ • five dollars = $5.00

• a quarter or twenty-five cents = 25¢ • twenty dollars = $20.00

B. Write the answers.
1. five pennies = 5¢ 4. two nickels =
2. two dimes and a nickel = 5. four quarters =
3. two quarters = 6. two ten dollars =

4 Let’s get started.

vi-5_SB1B_LGS_14106.indd 4 1/17/07 7:20:37 PM


9 Words for people (10 min.)
A.
• 7 Read the instructions, then play the audio
one or more times as students listen and repeat.
• To extend the activity, bring pictures from
magazines showing people of different ages and
both genders. Hold up the pictures and ask the
class What does the picture show?
B.
• Read the instructions. Elicit or explain the meaning
of member from your family. Then write baby and boy
on the board. Say the names of two of your own
family members and model writing them next to
the appropriate family word on the board; say, for
example, Juan is a baby. He is six months old.
• Have students work individually to fill in the
blanks. Check by calling on several different
students to say the names they wrote next to each
word.
10 Common adjectives (10 min.)
A.
• Read the heading aloud. Elicit or explain the
meaning of adjective (a word that describes or tells
something about a person, place, or thing).
• 8 Read the instructions, then play the audio
one or more times and have students repeat. You
may want to pause the audio after each adjective
and elicit the L1 equivalent to help students better
understand.
• To extend the activity, point to the first picture
and ask What’s this? Elicit a beautiful woman. Write
the model phrase on the board to guide students.
Elicit descriptions for the other pictures.
B.
• Write the name of a famous person on the board.
Then elicit adjectives that describe this person
and write them on the board; for example, Brad
Pitt—handsome, short, young (or old).
• Tell students to think of their own famous person.
Elicit names from several different students.
• Have students complete the exercise and then
share their answers with a partner.
• Check by calling on several different students to
say the name of the celebrity they chose and which
adjectives they used to describe him or her.
T4
Postcards_splitB_TE1_FM.indd T4
TEACHER’S NOTES
11 U.S. money (5 min.)
A.
• Write a few amounts of money on the board; for
example, $23.49, 75¢, $8.00.
• Go over the list of vocabulary items with the class.
Use L1 if helpful. Point out the symbols for dollars
($) and cents (¢). Tell students that these symbols
are never used together. Point out that you use a
period between the dollars and the cents amounts,
for example, $23.49. The cent sign is used only for
amounts less than a dollar (75¢).
• Explain that in the United States, there are a few
special words for coins. These words are generally
not used to give prices; for example, $5.05 is five-
oh-five or five dollars and five cents, not five and a
nickel. These special words for coins are often used
to talk about small amounts of money, especially
in conversations about coin-operated machines:
The parking meter takes quarters. I only have two dimes
and a nickel.
• If possible, bring real examples of U.S. bills and
coins to show to the class.
• 9 Play the audio one or more times as students
listen and repeat.
B.
• Read the instructions aloud and elicit the answers
to the first one or two items. Then have students
work individually to write the amounts of money
using numbers and symbols.
• Check answers by calling on students to write the
answers on the board.
Answer key
1. 5¢ 2. 25¢ 3. 50¢ 4. 10¢ 5 $1.00 6. $20.00
2/27/07 10:23:18 AM
 TEACHER’S NOTES
Grammar B.
• Read the instructions and have students work
12 Some parts of speech (5 min.) individually to punctuate the items.
A. • To check answers, call on two students to write the
answers on the board.
• Have students look at the chart. Read the heading
of each column aloud and have students repeat. Answer key
• Elicit or explain the meaning of each part of A: What’s your name?
speech: noun (name of a place, person, or thing), B: My name’s Lucia.
pronoun (word that can stand for a noun), adjective A: That’s funny. My name’s Lucia, too.
(word that describes a noun), verb (an action
word), preposition (word that shows direction/
location or where a noun is in relation to another Communication
noun or nouns). Use L1 if helpful.
• Explain that there are only three articles: a and 14 Greetings (5 min.)
an are indefinite articles and the is definite. Write a • 10 Read the instructions aloud and play the
boy on the board. Point out that articles go before audio one or more times for students to repeat.
nouns. Then elicit the answer for the first item. (Good
• Point out Australia in the Nouns column. Elicit or evening.)
explain why it is capitalized. (It is a proper noun.) • Have students work individually to write in the
Elicit or explain the difference between a proper responses. Elicit the answers orally.
noun and a common noun. Give examples; for
example, Fred/boy, Postcards/book. Answer key
B. 1. Good evening. 2. Good morning.
3. Good afernoon.
• PAIRS. Depending on your students’ background
knowledge, you may want to have them work
with a partner to add two or more examples Have students complete Workbook Exercises 1–14.
in each column (except Articles). Check by
eliciting answers and writing them on the board.
Alternately, do this exercise as a class. Elicit
examples, write them on the board, and have
students write them in their charts.

13 Punctuation (5 min. or less)

A.
• Read the names of the punctuation marks aloud
and have students repeat.
• Elicit or explain when each punctuation is used:
period (end of a declarative statement/sentence),
question mark (end of a question), exclamation point
(end of an exclamatory statement/sentence),
comma (most commonly used to separate a series
of words or to show a pause in a person’s thoughts
or speech). Use L1 if helpful.
• Give an example for each and write it on the
board. Some examples:
I am a teacher.
Are you a student?
Wow! She’s so beautiful!
I can speak, read, and write in English.

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 Grammar
12 Some parts of speech
A. Look at the examples of the parts of speech in the chart.

Nouns Pronouns Adjectives Verbs Prepositions Articles

boy, girl, I, he, it, we, beautiful, write, listen, from, at a, an, the
Australia, book they small, tall read

B. PAIRS. Add two more examples in each column, except under “Articles.” (Note: There are
only three articles in English.)

13 Punctuation
A. Look at the punctuation. B. Add the correct punctuation.
• . (period) • ! (exclamation point) A: What’s your name
• ? (question mark) • , (comma) B: My name’s Lucia
A: That’s funny My name’s Lucia too
Communication
14 Greetings
10 Listen and repeat the greetings. Write the
correct greeting in each balloon. 1.

• Good morning.
• Good afternoon.
• Good evening.

2.

3.

Let’s get started. 5

vi-5_SB1B_LGS_14106.indd 5 1/17/07 7:22:32 PM

 Learning goals
Communication
Talk about abilities
1 Dialogue Ask for permission
11 Cover the dialogue and listen. Grammar
Andy: Look who’s here! Hi, Joey. Imperatives
Can to talk about abilities
Joey: Is this a bad time to come?
Andy: No, no. It’s OK. What time is it? Vocabulary
Joey: One o’clock. Are you guys going out? Clock times
Liza: Well, yeah.
Andy: Be quiet, Liza! Don’t be rude. 2 Comprehension
Brian: Joey! It’s good to see you!
Joey: Thanks. A. Circle the correct answers.
Brian: Hey, why’s your name Joey? 1. Liza is (happy / not happy) to see Joey.
Joey: It’s short for Josephine. 2. Brian (likes / hates) the name Joey.
Brian: Oh, cool. Andy, what time does the 3. Joey (wants / doesn’t want) to go to the
movie start? movies.
Joey: What movie? Can I come, too? 4. Andy (is nice / isn’t nice) to Joey.
Liza: Joey, we can’t all fit in the car! 5. Liza (is nice / isn’t nice) to Joey.
Andy: Don’t listen to her, Joey. B. 12 Read along as you listen again. Check
Liza: Oh, all right. Hurry up. your answers.

6 Unit 1

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Learning goals The following are additional learning goals in this unit:
Learning strategy Skills
• Have a can-do attitude • Predict missing lines
• Listen for specific information
Pronunciation
• Talk about abilities and talents
• The /æ / sound in can and can’t
Background notes (5 min.)
A nickname is a shortened form, or a pet name, for a
person. For many English names, the shortened form is
taken from the first syllable—for example, Tim for Timothy.
This is the case for the characters Andy (for Andrew) and
Robbie (for Robert). Liza is a common nickname that comes
from the middle of the name Elizabeth. The name Brian
does not have a common nickname.
Warm-up (5 min.)
• Have students review cardinal numbers by skip
counting by 5s. Write 5, 10 on the board. Elicit
from the class the numbers in the pattern, through
55, and write them on the board. Practice skip
counting together as a whole class.
• Pair students. Tell them to alternate turns and
practice counting by 5s to 100. When they’ve
finished, have them switch roles so that
Student B begins.
• Tell students that they will practice more with
numbers today—they will practice telling time.
Have students open their books. Introduce the
unit title.
Using the large photo (5 min.)
• Have students look at the picture. Ask Who do you
know in the picture? (Andy, Liza, Brian, and Joey)
Where are they? (in front of their house) Do Andy
and Brian look happy? (yes) Who looks unhappy?
(Liza)
1 Dialogue and 2 Comprehension (15 min.)
• Tell students to cover the dialogue.
A.
• Tell students to silently read the directions and
Comprehension items for Exercise A. Ask them
to raise their hands if they need help with the
directions or items.
• 11 Play the audio two or more times.
B.
• 12 Tell students to uncover the dialogue. Play
the audio while students review their answers. As
you check the answers, ask students How do you
T6
Postcards_splitB_TE1_U01.indd T6
TEACHER’S NOTES
• Ask permission to borrow something
• Write commands
know that Brian likes Joey? (He says Joey! It’s good to
see you! He also says Joey’s name is cool.) How is
Andy nice to Joey? (He tells Liza Be quiet! Don’t be
rude. He tells Joey Don’t listen to her, Joey.)
Answer key
1. not happy
2. likes
3. wants
4. is nice
5. isn’t nice
• To extend work with the dialogue, select key
vocabulary, structures, and communicative
phrases to discuss more fully, such as Look who’s
here, a bad time to come, going out, Well, Be quiet,
Don’t be rude, short for, and Hurry up.
• Have the class repeat the dialogue, then have
students practice in groups of four, changing
roles after each reading. Finally, select a group to
perform for the class. For further extension ideas,
see the Dialogues and Comprehension notes in the
Introduction, page x.
Focus on values
Discuss friends and friendship with the class. Here
are some ideas to start.
• Refer to the dialogue. Ask Is Liza happy to see
Joey? (no) Why not? (maybe she is jealous or does
not like her) Write jealous on the board. Say When
you’re jealous, you’re unhappy because someone has
something you want, or you think someone will take
something away from you—for example, love.
• Ask How does Liza sound when she says, Well,
yeah? (unfriendly) Ask Does Andy like the way
Liza talked to Joey? (No, he tells Liza to stop it.)
• Ask Who would you choose as a friend, Liza or Joey?
Why? What do you do when someone is not friendly
to you? Elicit positive strategies for responding to
rudeness; for example, be friendly in return, ask
the person if he or she is angry.
2/27/07 10:23:37 AM
 TEACHER’S NOTES
3 Useful expressions (15 min.) 4 Vocabulary (15 min.)
A. A.
• Elicit the meaning of each expression or the • On the board, draw the face of a clock with the
situation in which it is used. minute hand pointing at twelve and the hour hand
• 13 Play the audio, pausing for students pointing at three. Write the word o’clock on the
to repeat. Encourage students to mimic the board. Ask What time is it? (three o’clock) Redraw
intonation. the hour hand to several different hours and elicit
the time.
B.
• Draw the hour hand to point at two and the
• Read the directions aloud and elicit the answers minute hand to point at the ten-minute mark. Tell
for the first two blanks. Then have students work students that this can be read as ten after two. Write
individually or in pairs to complete the dialogue. this on the board. Then redraw the minute hand
• Check by calling on two students to read the so that it points at the fifteen-minute mark. Tell
dialogue aloud. students that this can be read as a quarter after two;
write this on the board.
Answer key • 14 Tell students to look at the clock illustration.
A: Look who’s here! Hi, [Joey].
Play the audio as students read along and repeat.
B: Hi, [Brian]. Are you busy? Is this a bad time
to come? B.
A: No, no. It’s OK. It’s good to see you. • PAIRS. Read the instructions aloud, then call
B: Nice to see you, too. Are you going out?
on a pair to model the first two items. Tell them
A: Yeah, to the mall. Would you like to come?
B: All right.
to tell the time as they did in Exercise A, with to
A: Come on. Hurry up. and after.
• Assign pairs and have students begin. Walk
C. around to monitor and help as students practice.
• PAIRS. Pair students. Have them practice • Elicit the answers orally from individual
the conversation in Exercise B several times, students. Write them on the board, if helpful. Then
substituting their own names for Joey and Brian. erase them and elicit the answers again from the
Tell them to switch roles after the first round. whole class.
• To extend the activity, have pairs practice looking
up and making eye contact while speaking, then Answer key
practice again with books closed. 1. a quarter after eleven
2. twenty to ten
3. ten to eight
4. a quarter to nine
5. five-thirty / half past five
6. seven o’clock
7. twenty-five after five
8. five after one
9. twenty-five to four
10. ten after three

Have students complete Workbook Exercises 1–2.

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 B. PAIRS. Look at the clocks. Take turns asking
3 Useful expressions each other for the time.
A. 13 Listen and repeat. For example:
• Look who’s here! • All right. A: What time is it?
• Hurry up. • Is this a bad time to B: It’s a quarter after eleven.
• It’s good to see come?
you. • No. It’s OK.
B. Complete the dialogues with expressions
from Exercise A.
A: Look who’s here ! Hi, [Joey].
B: Hi, [Brian]. Are you busy?
A: No, no. It’s OK.
B: Nice to see you, too. Are you going out?
A: Yeah, to the mall. Would you like to
come?
B: All right.
A: Come on.
C. PAIRS. Role-play the conversation in
Exercise B. Replace the names with your
classmates’ names.

4 Vocabulary
Clock times
A. 14 Look at the clock as you listen and
repeat.
ten o’clock ten-thirty/half past ten
five after ten twenty-five to eleven
ten after ten twenty to eleven
a quarter after ten a quarter to eleven
twenty after ten ten to eleven
twenty-five after ten five to eleven
after

o’clock
five to five after

ten to ten after

a quarter to a quarter after

twenty to twenty after

twenty-five to twenty-five after

thirty

to

Unit 1 7

006-013_SB1B_U01_14106.indd 7 7/24/12 11:17 AM

 D. PAIRS. Student A, give a command
GRAMMAR FOCUS from Exercise A. Student B, act out the
command. Take turns giving and acting out
Imperatives commands.
Affirmative Negative
Look who’s here! Don’t look! 6 Practice
Uses of the imperative
GROUPS. Have a competition! Go to page 68.
Look out! (for exclamations and warnings)
Be quiet! (for orders)
Please help me. (for polite requests)
Pull the door, then lock it. (for instructions)
A. GROUPS. Talk about school.
Discuss these questions: Is your
Discovering grammar school a friendly place? Do you like
Look at the grammar chart. Circle the being at school? Explain your answer.
correct answers. Useful language:
1. An affirmative imperative starts with a • Umm, not really./Maybe.
(verb / noun). • Well, it’s OK.
• I like/don’t like school.
2. (Do / Don’t) comes first in a negative
• Because of the homework.
imperative. • Because I see my friends at school.
3. Use the (past tense / base form) of a verb • Because some students aren’t nice.
in an imperative. • Yeah.

B. GROUPS. Make a list of ten Dos and

Don’ts for students and teachers to
Practicing grammar make your school a better and more
enjoyable place. Share your list with
the class.
5 Practice
A. Write five affirmative classroom commands.
Use a period or an exclamation point (!).
1. Be nice to everybody.
1. Open your books!
2. Don’t be rude.
2.
3.
3.
4.
4.
5. 5.

6. 6.
7.
B. Underline the verbs in Exercise A.
8.
C. Rewrite the commands in Exercise A as
negative commands. 9.
1. Don’t open your books! 10.
2.
3.
4.
5.
6.

8 Unit 1

006-013_SB1B_U01_14106.indd 8 1/17/07 7:25:47 PM


Grammar Focus
and Discovering grammar (15 min.)
Imperatives
☞ See Grammar reference, page 98.
• Explain the uses of imperatives by modeling. Tell
students Listen and do what I say. Open your book to
page 48. (give instructions) Stand up. (give orders)
Tell a student Please give me your pencil. (make a
polite request) Point behind the class and say Look
out! (give a warning) For each ask What did I ask
you to do? How did I say it? Write the phrases on
the board. State the function (for example, give
instructions) of each phrase.
• Have students look at the grammar chart as you
read each example aloud.
• Have students work individually to complete the
exercise. Check answers orally.
Answer key
1. verb
2. Don’t
3. base form
• Use the board to elicit other key points about
the grammar chart, such as the fact that most
imperatives begin with the base form of the verb
and that negative imperatives usually begin with
Don’t. (See the Grammar reference.)
Practicing grammar
5 Practice (15 min.)
A.
• Have students read the directions and example.
Elicit several examples of affirmative commands;
for example, Read the dialogue, Raise your hand,
Please listen. Write them on the board.
• Have students work individually or in pairs to
complete the exercise. Walk around, helping
students as needed.
• Check by calling on several volunteers to tell the
class one of their imperatives.
Answer key: A, B, C
Answers will vary.
B.
• Read the instructions aloud, and then ask students
What’s the verb in number one?
• Have students underline the verbs in the
commands they made for Exercise A.
T8
Postcards_splitB_TE1_U01.indd T8
TEACHER’S NOTES
C.
• Read the instructions aloud, and then ask students
What’s the negative command in number one? How do
you make it negative? (begin with Don’t)
• Have students work individually to write out
negative commands.
• Ask several volunteers to share their negative
commands.
D.
• PAIRS. Read the instructions and call on a pair to
model giving and following a few commands for
the class.
• To conclude this exercise, call on a pair to give
commands to the whole class.
6 Practice
• GROUPS. Turn to page 68 and let students have a
competition.
Have students complete Workbook Exercises 3–8
and Grammar Builder Exercises 1–4.
(10 min.)
A.
• GROUPS. Read the instructions aloud and write
the two questions on the board. Chorus the Useful
language with the class. Then model the beginning
of a discussion with one or more students.
• Assign groups and have students discuss.
B.
• GROUPS. Read the instructions. Write on the
board Dos and Don’ts. Tell students that they will
write rules to make the school a better place. Tell
them that Dos are rules in the affirmative, while
Don’ts are in the negative.
• Read the first example aloud. Ask Is this a Do or
a Don’t? (a Do) Write this under Do on the board.
Elicit another example of a Do rule from students
to write on the board. Then elicit two Don’t
examples to list under Don’t.
• Assign groups of three or four students.
As students are working, circulate to help
with vocabulary.
• Call on several groups to share their lists with the
class. Discuss the lists by asking the class What
Dos and Don’ts are on many lists? What are the most
important? What are the most interesting?
2/27/07 10:23:40 AM
 TEACHER’S NOTES
Using the large photo (5 min. or less) B.
• Tell students to look at the picture. Ask Who do you • 16 Have students uncover the dialogue. Play
know in the large photo? (Joey, Robbie, Liza, Brian, the audio again and have students read along and
and Andy) Where are Joey and Robbie? (in front of check their answers. Check orally.
a movie theater) What are they holding? (money;
U.S. dollars) Who else do you see in the large photo? (a Answer key
woman) What does she sell? (movie tickets) 1. Fifty dollars
2. Spider-Man, The Final Chapter
7 Dialogue and 8 Comprehension (15 min.) 3.
4.
2:30
Five
• Have students cover the dialogue.
A. • To extend work with the dialogue, select key
vocabulary, structures, and communicative
• Have students read the instructions and questions
phrases to discuss more fully, such as I’ll buy, first,
silently.
right?, and Enjoy the movie.
• 15 Play the audio two or more times and • Have the class repeat the dialogue, then have
have students work independently to complete students practice in pairs, changing roles after
the exercise. each reading. Finally, select a pair to perform
for the class. For further extension ideas, see
the Dialogues and Comprehension notes in the
Introduction, page x.

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 7 Dialogue
15 Cover the dialogue and listen.
Joey: I’ll buy our tickets.
Robbie: Can I go with you, Joey? Please?
Joey: Sure. But first, let’s count the money.
You can count money, right?
Robbie: Yeah, I can.
Joey: OK. Count this for me.
Robbie: OK. One . . . two . . . twenty . . . thirty
. . . forty. Fifty dollars.
Joey: Good. Now, which movie do we
want?
Robbie: Spider-Man, The Final Chapter!
Joey: Right. So look up there at the movie
schedules. Can you find our movie
on the list?
Robbie: Yeah. It’s at . . . 2:30.
Joey: Good job, Robbie. Now tell the lady
what you want.
Robbie: Hello. Five tickets for Spider-Man at
2:30, please.
Woman: Here you go. Enjoy the movie.
Robbie: Thanks.

8 Comprehension
A. Write the answers.
1. How much money do they have for
the tickets? Fifty dollars.
2. What movie does the group want to
see?
3. What time does the movie start?

4. How many tickets does Robbie buy?

B. 16 Read along as you listen again. Check

your answers.

Unit 1 9

006-013_SB1B_U01_14106.indd 9 1/17/07 7:25:48 PM


GRAMMAR FOCUS
Can to talk about abilities
Affirmative statements
I can speak English.
Yes/No questions
Can you speak English?
Can he speak German?
Information questions
What languages can you speak?
Who can speak English?
Contraction
can’t ➔ cannot
Discovering grammar
Look at the grammar chart.
Complete the rules.
Negative statements 1. Use + the base
They can’t speak English. form of a verb to talk about
Short answers abilities.
Yes, I can./No, I can’t. 2. The full form of can’t is
Yes, he can./No, he can’t.
.
Answers
We can speak Portuguese
and English.
I can speak English.

Practicing grammar
9 Practice
PAIRS. Look at the picture. Take turns. Ask who can do each activity below.
• speak English • ride a bike • swim • sing
• drive • draw • dance • play the guitar
• act • play soccer • Rollerblade • skateboard
For example:
A: Who can speak English?
B: Jim can speak English. Who can sing?

10 Unit 1

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Grammar Focus
and Discovering grammar (10–15 min.)
Can to talk about abilities
☞ See Grammar reference, page 98.
• Read the grammar chart head. Tell students You
use can for requests. You also use can to talk about
abilities—things you can do. Tell students and
write on the board I can swim. Demonstrating
swim if needed, ask the class Who can swim? Raise
your hands.
• Read the grammar chart aloud and have
students repeat the example questions and
statements after you.
• Have students work individually to complete the
exercise. Check orally.
Answer key
1. can
2. cannot
• Use the board to elicit other key points about the
grammar chart, such as the sentence structures
for statements, Yes/No questions, and information
questions.
T10
Postcards_splitB_TE1_U01.indd T10
TEACHER’S NOTES
Practicing grammar
9 Practice (10 min.)
• PAIRS. Read the directions aloud. Then read the
activity verbs aloud and have students pronounce
each after you. Depending on students’ abilities
and level, you may want to teach some of the new
vocabulary at this point, or you may want to wait
and let students guess the meanings of the terms
as they complete the exercise.
• Read the first names on the pictures aloud and
help students pronounce them. Then read the
example aloud and have students say it after you.
• Call on a pair to model taking turns asking and
answering about the first two or three activities.
Then have students form pairs and begin. Walk
around to monitor as students practice.
• To check, ask individual students a Who question
for each activity.
Answer key
Jim can speak English. Jon can ride a bike. Carl can swim.
Sue can sing. Ann can drive. Liz can draw. Phil can dance.
Tom can play the guitar. Bob can act. Mia can play soccer.
Lynn can Rollerblade. Pam can skateboard.
• To extend this exercise, have pairs take turns
asking and answering What questions about the
pictures—for example, What can Jim do? (He can
speak English.) Tell students to ask about the
pictures at random.
2/27/07 10:23:42 AM
 TEACHER’S NOTES
10 Practice (5 min.)
A.
• GROUPS. Read the instructions aloud and then
call on three students to role-play the example. As
a model, have the same group play the game with
their own information. Tell them to keep going,
adding an ability to the list, until all three students
have reported an ability. Then have each member
say their own and the other two classmates’
abilities.
• Assign groups of four. As student practice, walk
around to monitor and encourage students.
B.
• Have students choose a group representative. Call
on the representative for each group to tell the
class what the group members can do.
Have students complete Workbook Exercises 9–14
and Grammar Builder Exercises 5–7.
11 Pronunciation (5 min.)
A.
• Write can and can’t on the board, underlining the
a. Tell students that these words have the /æ/
sound. Tell students that to pronounce the /æ/
sound they need to open their mouth, spread their
lips, and push their tongue down and to the front.
Model this for the class, and then say the sound
and have students repeat it.
• 17 Play the audio, pausing for students to
repeat.
B.
• 18 Play the audio again. Have students listen
and repeat once more, then take turns practicing
the questions and answers.
12 Your turn (15 min.)
A.
• Have students read the directions. Read number
1 and elicit the question Can you play the piano?
Then read the other items and have students
repeat. Elicit or explain the meaning of new
vocabulary such as whistle and cook.
• Tell students to stand and interview classmates to
find a student who can do each activity. Tell them
they need to write one name in the blank next to
the activity. Model with several students if helpful.
B.
• Ask the class Who can play the piano? Elicit
responses from several volunteers. Do the same
for the other activities.
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Postcards_splitB_TE1_U01.indd T11
Learn to learn (15 min.)
• Read the strategy line and explain or elicit the
meaning. If helpful, discuss the ideas presented in
this section in L1.
A.
• Read the instructions and the first item. Ask Who
can speak some English? Raise your hands. Make sure
all students have raised their hands, then say Check
the box.
• Have students work individually to check the
boxes. Walk around to monitor and encourage a
can-do attitude as students work.
B.
• PAIRS. Read the instructions and example. Elicit
some other ideas for how students can help each
other improve their speaking ability, using L1 if
needed. Use this as a platform to teach the class
some English terms that will be helpful in their
discussion.
• Have students form pairs and discuss. Walk
around to monitor, help, and offer suggestions.
• To conclude this exercise, go through the list of
English skills and elicit ways students can help
each other improve their abilities.
Cross-curricular activity: science
• Write on the board octopus, parrot, cat, and owl.
Using pictures, have students identify each
animal. Say the animal names and have students
repeat them.
• Tell students Take a piece of paper. On the left, write
True, and on the right, write False. Model this on
the board. Say I will say a sentence about one of the
animals. If it’s true, write the animal name under
True. If it’s false, write the name under False.
• Read each of the following sentences aloud
twice, pausing for students to mark their papers.
1. An octopus can change color. [True. It can
turn blue when angry or white when scared.]
2. A parrot can learn 20 words. [True. It can
mimic the human voice.]
3. A cat can taste sweet things. [False. Cats
don’t like candy because they can’t taste
sweet things.]
4. An owl can’t hear well. [False. It can hear a
mouse from a kilometer away.]
• Pair students and have them compare answers.
Then go over the answers with the class. Ask
Who thinks it’s true? Raise your hand. Who thinks
it’s false? Raise your hand.
2/27/07 10:23:42 AM
 10 Practice
A. GROUPS. Play a memory game with four
classmates.
For example:
A: I can play the drums.
B: Maria can play the drums. I can ride a
bike.
C: Maria can play the drums. Trish can ride
a bike. I can dance the samba.
B. Have a representative tell the class what
each of your group members can do.

11 Pronunciation
The /æ/ sound in can and can’t
A. 17 Listen and repeat.
can can’t act
rap dance add Learn to learn
A: Can you rap? B: Yes, I can.
Have a can-do attitude.
A: Can you dance? B: No, I can’t.
Think positively. Say “I can,” not “I can’t.”
A: Can you act? B: Yes, I can.
A: Can you add 1/2 and 1/4? B: No, I can’t. A. Think about your English skills. What can
B. 18 Listen again. Then practice the you do in English? Check (✔) the boxes.
conversations. ❑ I can speak some English.
❑ I can understand audiotapes in English.
12 Your turn ❑ I can pronounce English words well.
A. Find someone who can do these activities ❑ I can understand simple readings in
by asking, “Can you . . . ?” Write the English.
student’s name next to the ability.
❑ I can speak in front of the class.
1. play the piano
❑ I can write simple sentences in English.
2. break-dance
B. PAIRS. Compare your results. Choose
3. whistle a tune one skill you didn’t check. What can you
4. skate do to help each other improve that skill?
5. cook For example:
We can practice speaking English together.
6. sing a song in a foreign language

7. rap
8. do the moonwalk
9. swim
10. do a belly dance
B. Share your findings with the class.

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 13 Communication 14 Practice
Ask for permission A. PAIRS. Compete with another pair. Make a
• You can also use can to ask for permission. list of questions asking for permission that
are commonly used in class.
A. 19 Listen to the conversation. For example:
Robbie: Can I come in, Liza? Can I erase the board?
Liza: Sure.
Robbie: [After 5 minutes] Can I play a
game on your computer?
Liza: Not right now, Robbie. I’m busy.
B. PAIRS. Student A, ask if you can borrow or
use one of your classmate’s things. Student
B, say No because you’re using it. Switch
roles. This time, Student A, say Yes. B. Compare your list with that of another pair.
Who wrote the most questions?

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 TEACHER’S NOTES
13 Communication (10 min.) 14 Practice (5 min.)
• Tell students that can is also used to ask for A.
permission. Give some a few examples and write • PAIRS. Read the instructions and example aloud
them on the board—for example, Can I go to the and then elicit several other examples of requests
restroom? Can I sharpen my pencil? for permission. Tell students they have a time
A. limit of three minutes. Assign competing pairs
• Have students look at the illustration. Ask (sets of two pairs who will compete against each
questions to set the context, such as Where is Liza? other) and then tell students to begin. To keep the
(in her room) Who is knocking on the door? (Robbie) competition exciting, notify students when their
time is half finished, then when they have thirty
• 19 Tell students to read along as they listen to seconds left.
the conversation. Play the audio, and then ask
B.
students How does Liza say yes to Robbie’s first
request? (Sure.) How does she say no to Robbie’s • Have pairs compare their lists to see who wrote
second request? (Not right now, Robbie. I’m busy.) the most requests. Then ask the “winning” pairs
Point out that Liza gives a reason and that this is to raise their hands. Elicit classroom requests from
the polite thing to do. several of these pairs. Encourage your students to
make their future classroom requests in English.
• 19 To prepare students for Exercise B, play the
audio again and have students repeat. Have students complete Workbook
B. Exercises 15–16.
• PAIRS. Call on a student to read the directions
aloud. Elicit the question and write it on the
board: Can I borrow/use your ___? Then elicit ways
to respond and write them on the board—for
example, Sure, Here you go, OK and No, I’m sorry,
I need it or Not right now, I’m using it. Call on a
volunteer to model the exercise with you.
• Pair students. Have them practice and switch roles
several times. Walk around to help as needed. To
conclude the exercise, call on a pair to stand and
perform the conversation for the class.

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 Putting it together
TEACHER’S NOTES
• You may also want to have students practice the
dialogue. Work on students’ pronunciation as you
At the amusement park (15 min.) play the audio or read the dialogue aloud. Then
assign groups of four and have students practice,
Background notes changing roles after each reading so that all
Amusement parks are large, commercial parks with students read each role once. If time allows, have
attractions, such as roller coasters, that are designed to students practice the dialogue again, substituting
give riders a thrill. Well-known amusement parks in the
their own names. Then call on one or more groups
United States are Disneyland in California and Disney
World in Florida. There are many amusement parks in
to perform for the class. For further extension
Florida, including Universal Studios and SeaWorld. ideas, see the Dialogues and Comprehension notes
in the Introduction, page xii.
Driver’s licenses in the United States are issued by each
state, and the age at which a teen can obtain one varies.
Though a few states permit students to start learning to Activities
drive at age fourteen, most allow students to start at age Fun with songs 1, page 62
fifteen and get their license at age sixteen. Focus on culture 1, pages 64–65
A. ✎ Have students complete the Unit 1 test, page 80.
• Read the title and instructions aloud. Elicit what
students know about amusement parks. Then
have students look at the photos. Help students
predict by asking questions such as Who do you
know in the first picture? (Joey, Brian, Andy, and
Liza) Where are they? (at home) Does Liza look
happy? (no) Where are they on Sunday afternoon?
(at an amusement park) What is Brian looking at in
picture 4? (his watch; the time)
• Have students work individually to read the
dialogue and fill in the blanks. Then elicit
students’ guesses.
B.
• 20 Play the audio and have students check their
answers. Pause after each of the answers is spoken
and elicit it from the class. Ask students to raise
their hands if they got the correct answer.

Answer key
1. No, I can’t
2. No, you can’t
3. Sure

• To extend work with the photostory, go over

vocabulary such as I can’t wait, I’ll be right back,
quick, closed, and instead.

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 At the amusement park
A. Before you listen, read the dialogue. Fill in the missing responses.

Really? Great! Uh, (2) , Joey.

That was a fun Would you like me to ask Dad? It’s late, and we’re tired.
movie! Hey, Brian, can I come in for a
can you drive? few minutes?

(1) .
Sorry. Why?

It’d be fun to go to the

amusement park tomorrow.
Oh, OK. Andy, call me
1 2 tomorrow, OK? (3) .

It’s already one

Guys, wait! Let’s wait
for Dad and Robbie.
Sunday afternoon
Me, too.
I can’t wait to go inside!
o’clock. Better hurry.
OK. Wait here. I’ll go
get the tickets.

3 4 I’ll be right back.

Well, can we go to
the zoo instead?

That was quick.

Good idea. Let’s tell Dad.

There’s a problem, guys. I’m really sorry.
The park’s closed.
5 6

B. 20 Listen to the conversation. Check your answers.

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 Learning goals
1 Reading Communication
21 Read along as you listen to Brian’s description of Talk about daily routines
his typical day. Grammar
Sequence words: first, then,
after that, next, finally
Adverbs of frequency
Brian’s Typical Day How often?
Every morning, on a school day, my alarm goes off at 6:30. But I usually Vocabulary
Daily routines
turn it off and close my eyes again. Of course, it’s never easy to go back

to sleep after the alarm goes off, so I get up.

I do the same things every day. First, I take a shower and get dressed for school. Then I eat breakfast.

After that, I brush my teeth. I sometimes have cereal. But I usually just grab a banana and eat it at the

bus stop. My bus leaves at exactly 7:30.

School starts at 8:00. I’m never late for school. Lunch break is at 12:00. On nice days, my friends and I

sometimes sit outside. Classes end at 3:00, but I never get home until after 6:00. I am on the track and

field team, and I practice after school. After practice, I usually go to the gym.

On Saturdays, my school team often competes with teams from other schools. My dad always watches me when

I compete. I’m always tired after a competition, but I don’t mind it. I love running.

Sunday is my favorite day. It’s usually my lazy day, and I love it.

14 Unit 2

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 TEACHER’S NOTES
Learning goals The following are additional learning goals in this unit:

Learning strategy Skills • Talk about routines and activities

• Plan your weekly and daily activities • Read for specific information • Write about your typical day or week
• Study a graph
Pronunciation
• Listen for specific information and
• The pronunciation of -s and -es
complete a chart
endings

Warm-up (5 min.) Using the large photo (5 min. or less)

• Bring in some pictures of people doing typical
everyday activities, such as brushing their teeth,
eating breakfast, getting on a bus to go to school,
doing homework, and so on. Tape them on the
board in random order.
• Call on several individual volunteers to come to
the front and rearrange the pictures in an order
reflecting their own day. For each arrangement,
ask for a show of hands of students who perform
the activities in the same order.
• Tell students that they will learn how to tell about
their typical (usual) everyday activities today.
Have students open their books. Introduce the
unit title.
• Have students look at the picture. Ask questions
to help students create a context for the reading
passage: Who do you see in the picture? (Brian) Where
is Brian? (in his room, at home) What time is it?
(six-thirty) Is it morning or evening? (morning) What
is Brian doing? (waking up; stretching)
1 Reading (10 min.)
• 21 Play the audio. Tell students to read along
as they listen. Then let them read the article
again silently. Tell them that there will be some
vocabulary that they don’t understand but that
they may be able to guess the meanings of these
words and phrases.

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 TEACHER’S NOTES
2 Comprehension (10 min.)
A.
• Have students read the directions and then work
individually to complete the exercise. Check the
answers orally.
Answer key
1. 5 /k/, /f /—such as sleep (/p/), get (/t/), compete
2. 1 (/t /), think (/k/), like (/k/), and laugh (/f/).
3. 2
4. 4
5. 3
B.
• Tell students to write short answers to the
questions. You may want to ask students to
challenge themselves by answering the questions
in this exercise without looking back at the text.
• Check answers as a class. Ask volunteers to
read aloud the passage in the text that answers
the question.
Answer key
1. At 6:30
2. Cereal or a banana
3. Practices track and field and goes to the gym.
4. Track and field / running
• Ask students if they could guess the meanings
of some of the new vocabulary. Ask which
words were new to them. Elicit guesses as to the
meanings of words like alarm, goes off, turn it off,
take a shower, get dressed, brush my teeth, sometimes,
usually, grab (get something quickly), exactly, late,
get home, track and field, competition, don’t mind,
and lazy. Teach the meanings of any terms that
students were not able to guess.
3 Pronunciation (15 min.)
A.
• Explain that there are three different
pronunciations for the -s endings for simple
present, third person. The pronunciation depends
on the last sound of the word the -s is added to.
• In one column on the board, write several verbs
that end in sibilant sounds—/s/, /ʃ/, //, /z/—
such as practice (/s/), brush (/ʃ/), watch (//), and
close (/z /). These endings have a hissing sound.
Write and say the third person present forms of
the verbs. Point out that the -s ending in these
kinds of words is pronounced /iz /.
T15
Postcards_splitB_TE1_U02.indd T15
• Model the pronunciation of each verb with the
/iz / ending, then ask students to repeat. Ask
students to pronounce the words with their fingers
touching the front of their throats. Point out that
there is a buzzing feeling in the throat when the
/iz / sound is made.
• Next, in another column, write several verbs
ending in voiceless consonant sounds—/p/, /t /,
When we pronounce voiceless consonants, our
vocal chords do not move or vibrate. Ask students
to put their fingers on the front of their throats as
they say the last sounds of the words. Point out
that there is no buzzing feeling in the throat when
these sounds are made. Tell students that the -s
ending is pronounced /s/ in words like these. On
the board, add an -s to each of these verbs.
Model the pronunciation of each, then ask
students to repeat.
• Do the same with verbs ending in voiced sounds:
grab / b/, run /n/, ring /ŋ/, call /l/, imagine
/n/, end /d/, love /v/, stay /ei/. Point out that
there is a buzzing feeling in the throat when we
pronounce the last sounds of these words. Tell
students that the -s ending is pronounced /z / in
words like these. Model the pronunciation of each
verb with the /z / ending, then ask students to
repeat with their fingers touching the front of their
throats to feel the vibration.
• 22 Play the audio a couple of times, pausing
for students to repeat the words. Help with
pronunciation as needed.
B.
• 23 Call on a student to read the directions aloud.
Then play the audio, pausing for students to circle
the verbs with the /z / or /iz / sound.
• Check answers by calling on individual students;
elicit the ending sound and write it on the board.
Answer key
1. leaves /z /
2. goes /z /
3. watches /iz /
C.
• 24 Play the audio again and have students
repeat the sentences. Then have students form
pairs. Tell pairs to take turns. If students need
more practice, have them change roles several
times. Check by calling on individuals to read the
sentences aloud.
2/27/07 10:22:07 AM
 2 Comprehension
A. Match the sentences with the pictures.
5 1. Brian’s alarm goes off at 6:30.
2. He takes the bus to school.
3. School starts at 8:00.
4. He has lunch at school.
5. On Saturdays, he competes with
students from other schools.
1 B. Answer the questions.
1. What time does Brian get up?
2. What does Brian have for breakfast?
3. What does he do after school?
4. What sport does Brian like?

3 Pronunciation
2 The pronunciation of –s and –es
A. 22 Listen and repeat.
/s/ /z/ /iz/
eats goes watches
wakes leaves brushes
B. 23 Listen. Circle the verbs with the /z/ or
/Iz/ sound.
1. Brian wakes up at 6:30. He leaves home
at 7:30.
2. He goes to high school. He takes the bus
to school.
3. He gets home at 6:30. He watches TV.
3 C. 24 Listen again and repeat.

5 Unit 2 15

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 4 Vocabulary
Daily routines
GRAMMAR FOCUS
Sequence words
A. Number the activities 1 to 12 according to First, the alarm rings. Then I turn it off. After that,
your routine on school days. I get up.
B. PAIRS. Compare your routines. First, she takes a shower. Next, she gets dressed.
Then she has breakfast. After that, she brushes her
teeth. Finally, she leaves the house.

Discovering grammar
Look at the grammar chart. Answer the
questions.
take a shower go to school 1. What are some common sequence words?
, , ,
,
2. What punctuation can you use after some
sequence words?

1 get up eat or have breakfast

Practicing grammar
5 Practice
Write three more things Brian does after he
wakes up on a school day.
eat or have dinner do homework First, Brian takes a shower.
1.
2.
3.
4.

brush my teeth get home from school 6 Your turn

PAIRS. Tell your classmate three things you do
after you wake up on a school day.
For example: First, I take a shower.

watch TV comb/brush my hair

7 Communication
Talk about your routines
A. 25 Listen and read.
A: What do you do on Sundays?
B: Nothing much. First, I check my e-mail.
Then I text my friends. After that, I call
go to bed get dressed up my best friend. How about you?
B. PAIRS. Talk about what you do on Sundays.
16 Unit 2

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4 Vocabulary (10 min.)
A.
• Read the instructions aloud. Then read the labels
on the pictures and have students say them after
you. Point out that either eat or have can be used to
talk about meals and snacks.
• As a model, call on a student to tell the class
what he or she does first, second, and third. Then
have students work individually to number the
activities. Number the pictures to match your own
routine in preparation for Exercise B.
B.
• PAIRS. Read the instructions aloud and model
this activity with a student. Put your book next to
the student’s book. Model talking about how your
routines are the same and different.
• Have students form pairs. Walk around to monitor
as students talk.
• To conclude this activity, call on several
different students to tell the class ways in which
ways their routine was the same or different from
their partner’s.
Extension
• Have students play a memory game in small or
large groups. Tell them that they are to build up
a string of sentences about daily routines from
the beginning of the day to the end. Student A
says, I wake up. Student B says, I wake up. I get
up. Student C says, I wake up. I get up. I take a
shower. Students continue adding sentences until
a student makes a mistake or can’t remember
a sentence. Then the group must begin again.
Model this for the class before assigning groups.
Have students complete Workbook Exercises 1–3.
Grammar Focus
and Discovering grammar (10 min.)
Sequence words
☞ See Grammar reference, page 99.
• Direct students’ attention to the grammar chart.
Call on students to read the sequences aloud.
Make sure students understand that first and
finally come at the beginning and end of the
sequence, but that then, after that, and next are
interchangeable.
• Read the instructions and questions aloud;
explain common and punctuation if needed. Then
have students work individually to complete the
exercise. Check answers orally.
Answer key
1. first, then, after that, next, finally 2. , (a comma)
T16
Postcards_splitB_TE1_U02.indd T16
TEACHER’S NOTES
• Use the board to elicit other key points about
the grammar chart, such as when to use the
simple present and which sequence words can be
followed by a comma.
Practicing grammar
5 Practice (5 min.)
• Read the instructions and first sentence aloud. Tell
students that they need to write any three things
Brian does in the morning and that they need to be
in order. Tell them not to look back at the reading.
• When students have finished writing, let them
look back at the reading to check their answers.
Ask students to raise their hands if their answers
were correct. Elicit answers from several students.
Have students complete Workbook Exercises 4–8
and Grammar Builder Exercises 1–2.
6 Your turn (5 min.)
• PAIRS. Read the instructions and example aloud.
Model the activity with a student. Then assign
pairs and tell students to begin.
• To check, ask a few volunteers to share what they
do with the class. Ask for a show of hands of other
students who do the same sequence of events.
7 Communication (10 min.)
A.
• 25 Play the audio as students read along. Check
that students understand Nothing much, check my
e-mail, text my friends, and call up. Play the audio
again, pausing for students to repeat.
B.
• PAIRS. Read the instructions aloud. Call on a
pair to model. Then have students form pairs
to discuss their routines. Circulate and monitor,
helping with vocabulary as needed. Check by
calling on several students to tell you what they
do on Sundays.
Cross-curricular activity: science
• Select a simple natural process that students
are very familiar with, such as the life cycle of a
frog, butterfly, or plant. Elicit from the class the
different steps in this process. Let students use
L1 if needed, and help them translate the steps
into English. Alternately, have them work in
groups with a dictionary before eliciting
the steps.
• Write the steps on the board.
• Have students form groups and make a poster
of the process by drawing each step and labeling
it, using sequence words in their sentences.
Have students complete Workbook Exercises 15–17.
2/27/07 10:22:08 AM
 TEACHER’S NOTES
Practicing grammar
Grammar Focus 8 Practice (5 min.)

and Discovering grammar (10–15 min.)
Adverbs of frequency; How often?
☞ See Grammar reference, page 99.
• Have students look at the graph in the grammar
chart. Tell them that the words on the left are
adverbs of frequency; that is, words that tell us how
often something is done or how often something
happens. Read each adverb aloud and have the
class repeat.
• Say Look at the word always and the line next to
it. The line shows 100%. That means that when you
always do something, you do it 100% of the time, or
every time.
• Direct students’ attention to the word never. Ask Is
there a line for never? (no) Say That means that when
you never do something, you do it 0% of the time, or
not at all.
• Ask students to take a look at usually and often.
Ask Which do you use to say you do something
more often? (usually) Elicit comparisons for often,
sometimes, and rarely/seldom.
• Ask a strong student a number of questions to
elicit the frequency of certain activities in his or
her day: Do you get up before six every morning? Do
you eat cereal for breakfast? Are you late for school
every day? Do you read the newspaper? Do you
watch TV every afternoon? Are you tired on Monday
mornings? Help with frequency adverbs as needed.
• Call on a student to read the grammar chart aloud.
Have the class say each sentence after the student.
• Have students work individually to circle the
correct answers. Check answers orally.
Answer key
1. how often
2. adverbs
3. after
4. before
• Use the board to elicit other key points about
the grammar chart, such as which adverbs are
used for something that is done frequently, and
which are used for infrequent events.
• Read the instructions aloud and elicit the answers
to the first two items. Depending on your
students’ abilities, have them rewrite the sentences
individually or in pairs. Elicit answers orally. Then
have students work in pairs to take turns reading
their sentences aloud.
Answer key
1. My teacher is always early.
2. I often check my e-mail.
3. Brian is never late.
4. We sometimes study together.
5. They usually have lunch together.
6. My friends are always at my house.
7. I am sometimes late for school.
9 Practice (15 min.)
A.
• Call on a student to read the instructions. Then
read the items aloud and have students say them
after you. Check that students understand shower
(noun), hungry, and falls asleep.
• Read the examples aloud and then elicit questions
for the other items orally.
• Point out that when students answer, they should
use an adverb of frequency. Elicit from students
the possible answers to the first question: I
always/usually/often/sometimes/rarely/never sing in
the shower.
• Model the activity by asking one or more students
the first question. Write the name of the first
student who satisfies the description.
• Have students stand. Set a time limit of five
minutes. Tell students to continue asking their
classmates until they complete their chart or time
is up.
B.
• Elicit one or more names from the class for
each item.

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 9 Practice
GRAMMAR FOCUS A. Find one student who
Adverbs of frequency; How often? does each of the activities
0% 100% below. Write his or her
always name on the line.
usually
often For example:
sometimes Q: How often do you sing
rarely/seldom in the shower? OR How
never
often do you arrive late
How often do you arrive late to school? to school?
I’m always late for school. I’m sometimes late for school.
I’m usually late for school. I’m rarely/seldom late for school.
I’m often late for school. I’m never late for school.
Positions of frequency adverbs
With be With other verbs
I’m sometimes late for school. I sometimes wake up late.
Dana is never late for school. Carlos never wakes up late.

Discovering grammar
Look at the grammar chart. Circle the correct answers.
1. Adverbs of frequency tell (how well / how often) an activity 1. usually sings in the
is done.
shower.
2. Never and often are examples of (adverbs / adjectives).
3. Adverbs of frequency come (before / after) a form of the
verb be. 2. never arrives late
4. They come (before / after) all other verbs. to school

3. always does homework

Practicing grammar 4. often gets hungry

during class
8 Practice
Insert the adverbs of frequency in the sentences. Then rewrite 5. usually falls alseep
the sentences.
in class
always My teacher is always early.
1. My teacher is early. (always)
^
2. I check my e-mail. (often) 6. rarely plays sports

3. Brian is late. (never)

B. Share your findings with
4. We study together. (sometimes)
the class.
5. They have lunch together. (usually)
6. My friends are at my house. (always)
7. I am late for school. (sometimes)

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 10 Practice 11 Practice
Play a game! Go to page 68. PAIRS. Complete the
questionnaire for your
classmate by asking questions.
Put a check (✔) in the
GROUPS. Talk about how often you do things. appropriate column.
Choose from the activities below or use your own
ideas. For example:

• dance • go to parties A: What do you have for

• sing in the shower • speak English outside class breakfast?
• call your grandparents • go to the library B: I always have cereal and
• go to bed early • go shopping on weekends milk. I sometimes have
• help in the kitchen • go to the movies bread and butter.
• walk to school
A: Do you have coffee for
Useful language: breakfast?
• How often do you . . . ? • Why not? B: No. I never have coffee.
• Really? • Because . . .
• That’s interesting! • No way! / Seriously?

Your Daily Routine

1. What do you have
for breakfast?
• coffee
• juice
• milk
• cereal
• bread and butter
• other:
2. What do you do
after school?
• see friends
• play sports
• do homework
• other:
3. What do you do
in the evening?
• use the computer
• do homework
• watch TV
• other:
4. What do you do
on weekends?
• sleep all morning
• clean my room
• help around the
house
18 Unit 2
• other:

014-023_SB1B_U02_14106.indd 18 7/24/12 11:18 AM


10 Practice (10 min.)
• Turn to page 68 and let students play a game.
Have students complete Workbook Exercises 9–14
and Grammar Builder Exercises 3–6.
(10 min.)
• GROUPS. Read the instructions aloud and then
chorus the list of activities. Check that students
understand new vocabulary such as early, help,
outside class, and library. Elicit a few other activities
that students might want to talk about and write
them on the board.
• Preview the Useful language. Point out that
No way! and Seriously? are different ways of
saying Really? but show more surprise. Say
these aloud and have students mimic your
stress and intonation.
• Model a conversation for this activity by taking
turns asking and answering a few How often
questions with a student. Ask follow-up
questions and use the Useful language to respond
when appropriate.
• After students have finished their conversations,
ask several groups to tell you something
interesting that they discovered about each other.
11 Practice (15 min.)
• PAIRS. Read the instructions and then call on a
pair to role-play the example for the class. Call on
students to tell you, based on the example, what
they would check off on the questionnaire. (always
next to milk and cereal; sometimes next to bread and
butter; never next to coffee.)
• Tell students to answer in full sentences. Model
the activity with a student.
• Have students work in pairs. Walk around to
monitor and help.
T18
Postcards_splitB_TE1_U02.indd T18
TEACHER’S NOTES
• To extend the exercise, have students change
partners and share the information on their
questionnaires. Remind them to use the correct
form of the verb after he or she. You may also
want to have students write a short paragraph
about their partner’s daily routine. Have students
exchange paragraphs with their original partner
for peer correction.
Extension
• Have students form pairs. Tell each pair to think
of a famous person they’d like to interview.
Elicit some examples of celebrities from the
class, then give pairs a few moments to decide
on a celebrity.
• On a separate piece of paper, have pairs write
five How often questions to ask the celebrity,
leaving space for an answer underneath each
question. Circulate and help with vocabulary as
students write.
• Have pairs exchange their questions with
another pair. Tell pairs to answer the questions
as if they were the celebrity being asked.
Circulate as students work.
• Have students return the interview questions
and answers. After students have read these,
call on volunteer pairs to role-play some of the
funnier interviews for the class.
2/27/07 10:22:10 AM
 TEACHER’S NOTES
12 Practice (1 hour)
A.
• GROUPS. Read the instructions and have
students fill in the name of their country. Elicit a
few breakfast foods in English. Have students form
groups and write the breakfast foods they usually
eat. (If your class is multinational, arrange students
in groups according to country.) Have students
use a dictionary to find English equivalents or
help students translate from L1 yourself. Check by
eliciting the names of breakfast foods from the class
and writing them on the board.
B.
• This activity requires students to have Internet
access at school or at home. It can either be done in
class or assigned as homework.
• Tell students to use the Internet to get information
about the kinds of food people from other
countries have for breakfast. You may also want
to have students download and print pictures
of these foods. Ask them to write down the
URLs of the websites they got the information or
pictures from. You may want to suggest websites
that all students can use for their basic research;
Wikipedia, for example, has a helpful entry on
breakfasts around the world.
C.
• Have students work in groups to share their
research and complete their charts.
• To check, elicit the names of several breakfast
foods for each country. Elicit or explain what the
foods are, using L1 as needed.
D.
• GROUPS. Model asking and answering several of
the questions in this exercise with a student. Then
have students get together in groups to discuss.
• When groups have finished, discuss these
questions as a class.
Focus on values
• Explain to students that, in general, printing
out information or pictures from the Internet is
allowed for school or personal use. However,
when they use a source for a class assignment,
they should cite it. Explain that when we cite a
source, we say where we got the information.
We have to cite our sources when we take
and use information, ideas, or pictures from
someone’s website, book, speech, song, poem,
play, or artwork. Citing sources is being
respectful and honest.
T19
Postcards_splitB_TE1_U02.indd T19
13 Reading (15 min.)
Cross-curricular activity: math and social studies
• If your students are unaccustomed to working
with averages and bar graphs, ask a student how
many hours of sleep he or she got on different
weeknights—for example, How many hours did
you sleep on Monday night? On Tuesday night?
Write these times on the board. Then average the
time. Show students how you total the hours and
divide the total hours by the number of days.
Draw a vertical y axis on the board and label
it with Hours, and a horizontal x axis with the
label Sleep (as in the Student Book). Complete the
graph by drawing a bar to indicate the average
number of hours of sleep. Ask How many hours
does this bar graph show?
A.
• Have students look at the graph. Tell students that
this shows the average amount of time a student
spends doing things on weekdays. Give students
a few moments to study the chart. Then ask On
the graph, what does Other mean? (other activities
that a student does on a weekday) Ask students
to give examples of activities that might be in this
category. (doing sports or hobbies, going out with
friends, listening to music)
B.
• Have students read the instructions aloud and
complete the exercise individually. Check orally.
Answer key
1. 8 hours
2. 7 hours
3. 2 hours
4. 4 hours
C.
• Read the instructions aloud and have students
look at the unfinished graph. Ask several students
How many hours a day do you sleep? Have students
complete this bar on the graph.
• Have students work individually to complete
their graphs.
14 Speaking (10 min.)
• PAIRS. Read the instructions and example
sentences aloud. Then call on a pair to model
the activity.
• Have students form pairs and discuss their graphs.
Check by calling on several pairs to tell you the
similarities and differences in their daily routines.
2/27/07 10:22:10 AM
 12 Practice
A. GROUPS. First, write your country in the
chart. Then write the foods you usually
Your country
have for breakfast.

B. Use the Internet to find out what kinds of

food people from other countries have for
breakfast.

C. Complete the chart with the information

from Exercise B.

D. GROUPS. Discuss the questions.

1. Which countries have similar breakfast
foods?
2. Which breakfast foods do you find
unique or interesting?
3. Which breakfast foods from other
countries have you tried? Which ones
would you like to try?

13 Reading C. Create a bar graph of your typical school day.

A. Study the graph of a teenager’s typical day.

B. Answer the questions.

1. How many hours a day does the student
sleep? 8 hours
2. How many hours a day does the student
spend in school?
3. How many hours of homework a day
does the student do?
4. How many hours of television a day does
the student watch?
14 Speaking
PAIRS. Compare your bar graph with that of
your classmate.
For example:
I sleep eight hours a day. You . . .
I do two hours of homework a day. You . . .
I watch three hours of TV a day. You . . .

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 15 Listening
A. 26Listen to Doris describe her typical day.
Then complete the chart.

Activity Time
Gets up 6 A .M.
Bus picks her up
School starts
School ends
Gets home
Eats dinner
Goes to bed

B. 27 Listen again and complete the sentences.

When Doris gets home, she always does the
following:
1. First, she looks for something to eat .
2. Then she .
I am always busy on a school day.
3. After that, she .
I usually get up at six. First,
4. Next, she .
5. Finally, she .

16 Writing
What’s your typical day or week like? Write
about it on the paper on the right.

Learn to learn
Plan your weekly and daily activities.
Planning your activities can help you become more efficient.

Create a personal calendar for next week. Write down all deadlines for homework, quizzes
and tests, projects, birthday parties, and other activities you usually do.

20 Unit 2

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 TEACHER’S NOTES
15 Listening (15 min.) 16 Writing (10 min.)
A. • Read the instructions and example aloud.
• Read the instructions and items on the chart aloud. Then model writing the first few sentences of a
Check that students understand picks her up, starts, paragraph about your day or week.
and ends. • As students write, walk around to monitor and
help.
• 26 Play the audio two or more times and have
students fill in the chart. After students have • When students are finished, you may want to have
filled in the chart, elicit answers and write them them exchange papers with a partner and, using
on the board. the Peer editing checklist on page 138, edit each
other’s work. They can then rewrite their passages
Answer key before turning them in.
Activity Time
Gets up
Bus picks her up
6 A.M.
7 A.M.
Learn to learn (15 min)
School starts 7:35 A.M.
School ends 3:15 P.M. • Read the strategy line and explain or elicit the
Gets home 3:45 P.M. meaning.
Eats dinner 7 P.M. • Read the instructions aloud, making sure students
Goes to bed 10 P.M. understand deadlines.
B. • Tell students that, as much as possible, they
should arrange the activities in the order that
• 27 Read the instructions and example. Make they are supposed to happen. If helpful, model
sure students understand that they are only to by helping a student write his or her calendar for
write about what Doris does when she gets home. Monday on the board.
Point out that students will need to change the
verbs from first person to third person. • To conclude this exercise, elicit some deadlines
and activities for different days of the week. Ask
• Play the audio two or more times, pausing after for a call of hands from other students with similar
each answer is given so that students have time deadlines or activities. Point out to students that
to write. a personal calendar can help them to think ahead
• To check, call on four students to write the and use their time wisely.
answers to items 2–5 on the board.

Answer key
1. First, she looks for something to eat.
2. Then she talks to her friends on the phone.
3. After that, she does her homework.
4. Next, she eats dinner.
5. Finally, she watches TV.

Audioscript
There goes my alarm clock—that awful ring that tells me
it’s time to get up. It’s 6:00 A.M. I always get up at 6:00.
The school bus always picks me up at 7:00. It’s never late.
School starts at 7:35 and ends at 3:15.
I get home at 3:45. I do the same things when I get home
every day. First, I look for something to eat. Then I talk to
my friends on the phone. After that, I do my homework.
Yeah, honest. I really do my homework every day. Next, I
eat dinner at 7:00. Finally, I watch TV. I usually go to bed
at 10:00.

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 Progress check Units 1 and 2
TEACHER’S NOTES

Test-taking tip Vocabulary

• Read the Test-taking tip aloud. Ask students Why D.
is it good to do the easier items first? (so you have 1. It’s a quarter to ten.
more time for the harder items) Tell students to 2. It’s ten to nine.
write the answers to section A of the test. Tell them 3. It’s four-thirty / half past four.
to answer the easiest items first, then go back 4. It’s twenty-five after twelve.
to answer the harder ones. When students have 5. It’s five o’clock.
finished the first section of the test, make the same E.
suggestion for the second section.
Answers will vary.
Answer key
Communication
Grammar F.
A. Answers will vary.
1. c
2. e Now I can . . .
3. d • Have students check the functions they can now
4. a
perform.
5. b
B. ✎ Have students complete the Unit 2 test, page 81.
Answers will vary.
C.
1. I always visit my grandparents.
2. We are usually home on Saturdays.
3. My dad rarely goes out on Friday evenings.
4. I never watch TV on a school day.
5. I am sometimes busy on weekends.

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 Units 1 and 2
Test-taking tip: Do easier test items first.
Do the easier test items first so you have more time for the harder items.

Grammar Vocabulary
A. Match the responses with the situations. D. Write the times in words. (3 points each)
(1 point each)
1. 9:45 It’s a quarter to ten.
1. It’s sunny, but the lights are on. c
2. 8:50
2. Your friend is at your door. 3. 4:30
3. Your sister is locking the door, but you 4. 12:25
need to go back in.
5. 5:00
4. It’s raining outside. Your brother’s
E. Write three more things you do when you
opening the windows. wake up on a school day. (3 points each)
5. Your classmate is talking loudly during I brush my teeth.
class.
a. Don’t open the windows.
b. Be quiet.
c. Please turn off the lights.
d. Don’t lock the door.
e. Please come in. Communication
B. Write sentences about what you can and F. Answer the question about your routine.
can’t do. (3 points each) Write four more sentences using sequence
1. A language you can or can’t speak words. (3 points per sentence)
I can speak English. A: What do you usually do when you get
home from school?
2. An instrument you can or can’t play
B: First, I have a snack.

3. An activity you can or can’t do

4. A sport you can or can’t play

C. Insert the frequency adverbs. (1 point each)

always
1. I visit my grandparents on
^
Sundays. (always)
2. We are home on Saturdays. (usually)
3. My dad goes out on Friday Now I can . . .
evenings. (rarely) ❏ talk about abilities.
4. I watch TV on a school day. (never) ❏ ask for permission.
❏ talk about daily routines.
5. I am busy on weekends. (sometimes)

Progress check 21

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 Race track
You need:
• a coin
Useful language
• a game piece for • Your turn. / My turn!
yourself (an eraser, etc.) • That’s a good one.
• That’s not right. It’s . . .
• You win. / I win!
Steps:
1. Begin at “Start” and flip the coin. For heads,
move one space. For tails, move two spaces. sometimes usually
2. Follow the rules in the key: Ask questions,
say sentences, go back, or go forward. If you
make a mistake, go back one space.
your family
3. Then it’s the next person’s turn. our teacher
4. The first person to cross the
finish line wins.
do homework

go back 1 go to school

get up

go forward 1
have
go to bed

has
Ask a question.
Say a sentence.
dance swim Go back 1 space.
Go forward 1 space.

always

never go back 1 can’t stand

on weekends

go forward 1
love
after school

22 Game 1

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 Game 1 Race track

TEACHER’S NOTES
3. Have the student you are modeling the game
with take his or her turn, eliciting the steps
• Read or call on a student to read the You need the student should take. After the student has
section. Have each student choose a game piece, made a question or sentence, elicit several other
then a coin. You may want to bring extra coins to possible questions or sentences from the rest
lend students. of the class. Model the Useful language when
• Read the Useful language aloud and have the class appropriate.
say it after you. 4. Point out the finish line. If your class has
• Read or have a student read aloud each of the four students of widely varying abilities, you
numbered steps, modeling the game as you go may want to tell those who finish early to
along. For example: start again.
1. Show your coin and ask which side is heads • Tell students to form pairs and begin the game.
and which is tails. Have all students flip their Have students flip their coins to see who starts
coins. Ask students who have gotten heads to first. Remind them that they can continue
raise their hands. Ask students who have tails flipping until there is a winner. As students play,
to raise their hands. Tell them that when they go around the class, helping, monitoring, and
play the game, heads start first. Elicit how many encouraging students.
spaces their game piece can move if they get
heads (one) and how many spaces for tails (two).
2. Choose an able student to model this with
you. Tell the student that you will go first,
then flip your coin. Tell the class whether you
got heads or tails and move your game piece.
Elicit the cue on that space. As Player 1, there
are only two possible spaces for you to land
on: sometimes or your family. Point out the Key
on the page and elicit whether you should
ask a question, make a sentence, or go back or
forward one space. For example, a blue space
with the word sometimes means you have to
make a sentence using sometimes and a yellow
space with the words your family means you
have to ask a question about your partner’s
family. Elicit or give several possible statements
for the cue sometimes; for example, I sometimes
have eggs for breakfast or I sometimes go bowling
on weekends. Elicit or give several possible
questions for the cue your family; for example,
Where does your family live? or Is your family into
sports? Tell students that they can form either
Wh- or Yes/No questions. Point out that if a
player makes a grammatical mistake, or, for
example, says a sentence instead of asking a
question, he or she should go back one space.

T22

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 Project 1 A snapshot of a classmate
TEACHER’S NOTES
• Tell students that for this project they will be
working with a partner. Partners will interview
each other about their leisure activities, take notes,
and then make an oral presentation. For this
activity, they will practice their listening, writing,
and speaking skills.
• Read the first step aloud. Have a volunteer pair
take turns reading aloud interview questions from
the list of sample questions in the book. Elicit
other questions students might ask and write them
on the board. Remind students to use a balance
of information and Yes/No questions when they
interview each other.
• Read the second step and the example notes. Tell
students to use these as a guide when they make
notes themselves.
• Read the third step aloud. Have students look
at the picture of the student doing an oral
presentation on Victor. Call on a student to read
the text in the speech bubble.
• Assign pairs. Have students interview each other
about their favorite leisure activities using the
questions in the first step and other questions they
may have added to the list. Tell them to write their
notes on note cards.
T23
Postcards_splitB_TE1_U02.indd T23
• Give students time to study their notes. Explain
that their notes should guide them in their
presentation but that they should try not to read
directly from their notes from start to finish.
Making eye contact with their audience and
using gestures can make their presentation more
interesting.
• To help them gain confidence and be familiar with
their presentation, tell students to first practice
presenting to a partner.
This is a Home/School connection activity.
• You may want to ask students to practice
making their presentations at home to their
family members before giving them in class.
• After students have had enough practice, ask
them to take turns standing and making their oral
presentations to the class. If the class is very large,
you may want to have students present to groups
of five or six.
2/27/07 10:22:12 AM
 A snapshot of a classmate
Make an oral presentation about a classmate. Interview a classmate about his or her leisure time.
Take notes. Then make a presentation. Use the steps below as a guide.

1. Ask a classmate about his or her leisure time. Then

find out about his or her favorite leisure activity. Ask
information and Yes/No questions to find out as many
details as possible.

What do you do in your leisure time?

What’s your favorite leisure activity?
When do you usually . . . ?
Who do you usually . . . with?
Where do you usually . . . ?
Do you have a favorite (team, TV show, etc)?
Who’s your favorite (player, actor, etc.)?
Why do you like (him or her)?
Do you like . . . ?

2. As you interview your classmate, take short

notes on note cards.

• listens to music, watches TV, plays soccer

• loves soccer
• usually plays after school, on weekends
• usually with friends in his neighborhood

3. Study your notes and try to remember the

information. Then stand and make an oral
presentation to your group or class. Try not to
look at your notes. Make eye contact and use
gestures to make your presentation interesting.

Victor listens to
music, watches TV, and plays
soccer in his leisure time. He really loves
soccer. He usually plays after school and on
weekends. He usually plays with friends in
his neighborhood. They always play in a
park near his house. His favorite
soccer team is . . .

Project 1 23

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1 Reading
28Read along silently as you listen. Underline
some of the interesting places and activities in
Miami.
M iami, Florida, is a
tourist’s paradise. It
has a tropical climate and
sandy white beaches. Miami
is home to many Spanish-
speaking immigrants. English
and Spanish are the major
languages spoken there. It is
often called the “Gateway to
Latin America.”
There are many interesting
places to visit in Miami.
There’s the Metrozoo, the
Seaquarium, the Planetarium,
24 Unit 3
024-033_SB1B_U03_14106.indd 24
Learning goals
Communication
Make suggestions
Ask and say where places are
Talk about leisure activities
Grammar
Prepositions of location:
the Venetian Pool, and
the Vizcaya Museum and
Gardens. There are beautiful
across from, in front of,
behind, between, next to,
on the corner of, in, on
There is/There are
parks there, too. Some and any
South of Miami there’s a
Vocabulary
place called Coconut Grove. Places in a town or city
If you love shopping or if Leisure activities
you enjoy the theater and
the arts, Coconut Grove is
the place for you. You can
go to shows, visit museums,
shop at expensive stores,
go to dance clubs, or eat at
fabulous restaurants.
And, of course, there are
some great beaches in Miami,
where you can hang out and
people-watch, relax in the
sun, or go for a swim in the
ocean or bay.
1/17/07 7:30:06 PM
 TEACHER’S NOTES
Learning goals The following are additional learning goals in this unit:

Learning strategy Skills • Talk about favorite places

• Prepare before a presentation
Pronunciation
• Intonation in Yes/No questions
and short answers
• Read for specific information • Make suggestions
• Read a map • Organize information in a chart
• Listen for specific information

Background notes 1 Reading (10 min.)

Miami is a city located on Biscayne Bay on the Atlantic
• Read the instructions aloud. Emphasize that
Coast. This warm and sunny metropolis is very popular
with tourists and retirees. There are several universities
students are to underline places (nouns) and
and many museums. Miami’s tropical climate gives it activities (verb phrases).
green parks, avenues lined with palm trees, and • 28 Play the audio while students read along.
beautiful gardens.
Then let them read the article again silently and
Coconut Grove is one of the oldest parts of Miami, with finish underlining the places and activities. Tell
elegant shops and restaurants.
them that there will be some vocabulary that they
don’t understand but that they may be able to
Warm-up (5 min.) guess the meanings of some words and phrases.
• Bring in some pictures of evening or weekend • Ask students if they could guess the meanings of
activities and tape them on the board. Above the some of the new vocabulary. Elicit guesses as to
pictures, write What do you usually do on weekends? the meanings of terms such as tourist’s paradise,
Have students choose a picture and elicit or give tropical climate, sandy, immigrants, gateway, the
the vocabulary; for example, go shopping, ride my theater, the arts, fabulous (very good), hang out (to
bike, go to movies. Write the verb phrase under stay somewhere for a while), and people-watch.
each picture. Teach the meanings of words students were not
able to guess.
• On the board, write Where do you ? Elicit
Where questions using the leisure activity • Elicit the places and activities students underlined.
vocabulary on the board—for example, Where do
you go shopping? Answer key
sandy white beaches
• Model asking and answering What and Where the Metrozoo
questions about weekend activities with a student. the Seaquarium
Then have students get in small groups to talk the Planetarium
about their weekends. the Venetian Pool
• Tell students that they will learn how to give the Vizcaya Museum and Gardens
information about weekend activities in this unit. beautiful parks
Coconut Grove
Have students open their books. Introduce the
shopping
unit title. the theater and the arts
go to shows
Using the large map (less than 5 min.) visit museums
• Have students look at the map. Ask previewing shop at expensive stores
go to dance clubs
and predicting questions such as What do you know
eat at fabulous restaurants
about Miami? Besides English, what other language do great beaches
many people speak in Miami? (Spanish) Which ocean hang out and people-watch
is Miami on? What bay is Miami on? What are the relax in the sun
names of some areas in Miami? go for a swim in the ocean or bay

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 TEACHER’S NOTES
2 Comprehension (5 min.) Answer key
• Read the instructions aloud. Ask students to 1. b
challenge themselves by answering the questions 2. f
in this exercise without looking back at the text. 3. l
4. h
• Check answers orally. Ask volunteers to read 5. j
aloud the passage in the text that proves the 6. e
statement is true or false. Then ask them to make 7. i
any false sentences true. 8. d
9. k
Answer key 10. c
1. True 11. a
2. False (English and Spanish) 12. g
3. False (warm/tropical)
4. True • To extend this activity, help students connect their
5. True concrete knowledge of places in their city or town
6. False (some great beaches) with the vocabulary in this section. Tell students
I’ll say a place—for example, park. If you can think of
the name of a park in our town, raise your hand. Who
3 Vocabulary (10 min.)
can think of the name of a park in our town? Call on
A. one or more students to tell you the name of the
• Have students look at the Vocabulary words. park they are thinking of. Do the same with other
Ask them which words they already know or can vocabulary items. Go quickly to make this activity
guess. Ask which words students don’t know. fun and fast-paced.
Give a brief definition of these.
• 29 Play the audio and have students listen 4 Practice (10 min.)
and repeat. • Turn to page 68 and have students play a game.
B. Have students complete Workbook Exercises 1–3.
• Read or call on different students to read the
descriptions on the right. Elicit or explain any new
vocabulary, such as save, borrow, medicine, artwork,
exhibits, mail, and packages.
• Have students work individually or in pairs to
complete the exercise.
• Check as a class by asking volunteers to read the
name of the place and its description aloud.

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 2 Comprehension
Write True or False before each statement.
1. Miami is in Florida, U.S.A.
2. Spanish and Portuguese are the two major
languages in Miami.
3. It is usually cold in Miami.
4. You can visit a planetarium in Miami.
5. Tourists can go to Coconut Grove to shop.
6. Miami doesn’t have any beaches.

3 Vocabulary
Places in a town or city
A. 29 Listen and repeat.
• bank • bookstore • bus stop • drugstore
• mall • movie theater • museum • post office
• restaurant • supermarket • zoo • park
B. Match the places with their descriptions.
1. bank b a. a place with lots of stores and
restaurants
2. drugstore b. a place where you save or borrow
money
3. supermarket c. a place where you buy and eat food
4. museum d. a place where you buy books
5. post office e. a place where you watch movies
6. movie theater f. a place where you buy medicine
7. zoo g. a place where you wait for buses
8. bookstore h. a place where you see artwork and
other exhibits
9. park i. a place where you see different
kinds of animals
10. restaurant j. a place where you mail letters and
packages
11. mall k. a place with grass and trees where
you can play and relax
12. bus stop l. a place where you shop for food
and things for the house

4 Practice
Play a word guessing game! Go to page 68.

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 5 Dialogue 6 Comprehension
30 Cover the dialogue and listen. A. Look at the chart. Write two things that
you can find in each place.
Andy: So where would you like to go today,
Brian?
Venetian Pool Coconut Grove Seaquarium
Brian: I’m not sure. Can I look at the map?
waterfalls
Venetian Pool . . . Is this just a pool?
Andy: Not really. There are also waterfalls
and restaurants there. B. Write the places Brian wants to visit.
Brian: Let’s go there! Where is it?
, ,
Andy: It’s in Coral Gables, between Coral Way
and 40th Street. C. 31 Read along as you listen again. Check
Liza: And there’s also the Seaquarium. your answers.
Andy: Oh, yeah. You can see sharks there.
Brian: Awesome! Can we go there today?
Andy: Sure. You can see dolphins there, too.
7 Useful expressions
And then we can go to the Planetarium. A. 32 Listen and repeat.
Brian: Great! And what about Coconut • I’m not sure. • Great!
Grove? What’s that? • Not really. • Oh, yeah.
Andy: It’s Liza’s favorite place. It’s across from
Coral Gables. B. Write the appropriate responses. Use the
Liza: It’s a shopping place. There are really expressions in Exercise A.
great restaurants there, too. 1. A: Let’s go to the movies.
Brian: Umm, I think I’ll skip Coconut Grove. I B: Great!
hate malls.
2. A: Do you like Tom Cruise?
B: . I prefer Brad Pitt.
3. A: It’s Mom’s birthday today, remember?
B:
4. A: What would you like to do today?
B:

26 Unit 3

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Using the large photo (5 min. or less)
• Tell the class to look at the picture. Ask Who do you
see in the picture? (Andy, Liza, and Brian)
What are they looking at? (a map) What city is the
map of? (Miami)
• Tell students that the kids are talking about
things they can do in Miami. Have students scan
the dialogue and pick out the tourist sites that
are mentioned. (Venetian Pool, Coral Gables,
Seaquarium, Planetarium, Coconut Grove) Ask
students to guess what people do in these places.
• Take advantage of the discussion of the possible
features of the tourist sites to introduce some
vocabulary in the dialogue that students will need
to know for Exercise A—for example, waterfalls,
sharks, and dolphins. Write these words on the
board. It would be a good idea to bring pictures of
these to show students.
5 Dialogue and 6 Comprehension (15 min.)
• Have students cover the dialogue.
A.
• Read the instructions aloud. Ask What’s one thing
you can find at the Venetian Pool? (waterfalls)
• 30 Play the audio two or more times and have
students work independently to fill in the chart.
B.
• 30 Play the audio again and have students fill
in the blanks with the places that Brian would like
to go.
C.
• 31 Have students uncover the dialogue. Play the
audio again as students read along and check their
answers. Then check students’ answers orally.
Answer key
A.
Venetian Pool: waterfalls, restaurants
Coconut Grove: shops, restaurants
Seaquarium: sharks, dolphins
B.
Venetian Pool, Seaquarium, Planetarium
• To extend work with the dialogue, select key
vocabulary, structures, and communicative
phrases to discuss more fully, such as would
you like to, I’m not sure, Not really, There is/are,
between, and You can see sharks/dolphins there
(can for possibility), Oh, yeah (that’s right; now I
remember), Great!, across from, and skip (miss; not
go to).
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Postcards_splitB_TE1_U03.indd T26
Focus on values
TEACHER’S NOTES
• Ask students, using L1 as needed, What is Liza’s
favorite place to go to? (Coconut Grove). Brian said,
I think I’ll skip Coconut Grove. I hate malls. How
do you think that makes Liza feel? (disappointed,
sad, hurt, embarrassed)
• Explain to students that while honesty between
friends is a good thing, being polite and sensitive
to others’ feelings is just as important. When
Brian says he hates malls in front of Liza, he
may just be being honest and sincere. However,
he may also have hurt Liza’s feelings or
embarrassed her.
• Have the class repeat the dialogue, then have
students practice in groups of three, changing
roles after each reading. Finally, select a group to
perform for the class. For further extension ideas,
see the Dialogues and Comprehension notes in the
Introduction, page x.
Extension
• Have students form pairs or small groups to
discuss which places in Miami they would like
to visit and why. On the board, write Where
would you like to go in Miami? I would like to go
to . I like . Briefly model asking and
answering with a student.
7 Useful expressions (5 min.)
A.
• Elicit the meaning of each expression or the
situation in which it is used.
• 32 Play the audio, pausing for students
to repeat. Encourage students to mimic the
intonation.
B.
• Before students begin, check that they understand
prefer and remember. Have students work
individually to fill in the blanks. Check orally.
Answer key
1. Great!
2. Not really.
3. Oh, yeah.
4. I’m not sure.
• To extend the exercise, have students practice
the exchanges. Tell them to switch roles after the
first round. You may then want to have pairs
practice looking up and making eye contact while
speaking, then practice again with books closed.
2/27/07 10:22:31 AM
 TEACHER’S NOTES
Practicing grammar
Grammar Focus 8 Practice (5 min.)

and Discovering grammar (10 min.) • Read the instructions and elicit the answer for the
first item. Then have students work individually
Prepositions of location to complete the sentences.

☞ See Grammar Reference, page 100. • Check answers by asking volunteers to read the
sentences with the correct prepositions.
• Beforehand, survey the area near your school and
make a rough map of the streets and buildings. Answer key
Pick out buildings that students are most likely to 1. on the corner of
recognize by name. 2. between
• In class, draw a rough map of the area near your 3. on
school on the board. Draw boxes to represent 4. in front of
the buildings. 5. next to
6. behind / next to
• Point to a building located on a corner and ask
What place is this? After students have identified it,
ask Where is it? Write on the corner of on the board 9 Practice (5 min.)
and provide or elicit the sentence (Place A) is on the • PAIRS. Read the instructions aloud and have
corner of (names of two streets). students say the example exchange after you.
• Ask the same questions about one of two adjacent Model asking and answering about two places
buildings. Write next to on the board and elicit with a student, then assign pairs.
(Place B) is next to (place C). Follow the same • After students have finished, check by asking
procedure until you have introduced all six Where questions and calling on random students
prepositions of location. to answer.
• Give students a few moments to study the • To extend this exercise, have students change
grammar chart. Then have students work partners, cover the prepositions in the grammar
individually to complete the Discovering grammar chart, and ask and answer looking only at the
section. Check answers orally. map.
Answer key Have students complete Workbook Exercises 6–8
1. Across from and Grammar Builder Exercises 1–3.
2. Behind
3. Between
4. On the corner of
5. on
6. in

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 GRAMMAR FOCUS
Prepositions of location

across from in front of behind between . . . and . . . next to on the corner of

The prepositions in and on
The Venetian Pool is in Coral Gables.
I live in New York City.
My house is on Fifth Street.

Discovering grammar
Look at the pictures in the grammar chart. Circle the correct answers.
1. (Across from / In front of) means “on the 4. (On the corner of / In front of) is the point
other side.” where two streets meet.
2. (Between / Behind) means “at the back of 5. Use (in / on) with the name of a street.
something.” 6. Use (in / on) with the name of a place.
3. (Between / Next to) means “in the middle
of two things.”

Practicing grammar
8 Practice
Look at the map. Complete the sentences with
prepositions of location from the grammar chart.
1. The post office is on the corner of Main Street
and Third Avenue.
2. The park is the mall and the
hotel.
3. The zoo is Main Street.
4. The bus stop is the
supermarket.
5. The bookstore is to the
drugstore.
6. The bank is the supermarket.

9 Practice
PAIRS. Look at the map again. Take turns. Ask
where each place on the map is.
For example:
A: Where’s the pool?
B: It’s behind the zoo.
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 GRAMMAR FOCUS
There is/There are
Affirmative statements Negative statements
There’s a mall next to the park. There isn’t a mall in my town.
There are some good restaurants in Miami. There aren’t any good restaurants around my school.
Yes/No questions Short answers
Is there a Portuguese restaurant in Miami? Yes, there is. / No, there isn’t.
Are there any electronic stores in this mall? Yes, there are. / No, there aren’t.
Contraction
There‘s = There is

Discovering grammar 11 Practice

Look at the grammar chart. Circle the A. Look at the map carefully. Try to remember
correct answers. the places on it.
1. Use a (singular / plural) noun after there is. B. PAIRS. Take turns. Student A, look at
2. Use a (singular / plural) noun after there are. your map and ask Student B three Yes/No
3. Use (some / any) after there aren’t. questions about the places on the map.
4. Use (some / any) after are there. Student B, close your book and answer
Student A’s questions. Keep score of the
correct guesses.
For example:
Practicing grammar A: Is there a mall on the map?
10 Practice B: Umm . . . Yes, there is!
A: No, there isn’t. Next question. Are
A. Look at the map. Write sentences using the there . . . ?
following:
• There is, There are, There isn’t any, There
aren’t any
• the vocabulary in Exercise 3
• prepositions of location
1. There aren’t any banks on the map.
2. There’s a zoo across from the YMCA.
3.
4.
5.
6.
7.
8.
9.
10.
B. PAIRS. Give your sentences to another
student and have him or her check them.
Who has the most correct sentences?

28 Unit 3

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Grammar Focus
and Discovering grammar (15 min.)
There is/there are
☞ See Grammar Reference, page 100.
• Think of a well-known place in your city or
neighborhood of which there is only one, such as a
zoo, restaurant, store, or specialty museum. Write
on the board and ask Is there a (zoo) in (name of city
or neighborhood)? Elicit the response and write it
on the board as a short answer and an affirmative
statement Yes, there is. There is a (zoo) on (street
name).
• Next, think of something in the plural that you
know has an affirmative answer. Write on the
board and ask Are there any (drugstores) in (city or
neighborhood)? Elicit the answer and write it on the
board as Yes, there are. There are (two drugstores).
One is (location), and one is (location).
• Have students look at the grammar chart. Call on
students to read each section aloud.
• Have students work individually to complete
Discovering grammar. Check answers orally.
Answer key
1. singular
2. plural
3. any
4. any
• Use the board to elicit other key points about the
grammar chart, such as the use of any in questions,
the use of some in affirmative statements, and the
use of any in negative statements.
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Postcards_splitB_TE1_U03.indd T28
TEACHER’S NOTES
Practicing grammar
10 Practice (10 min.)
A.
• Tell students they will write sentences to describe
places on a map. Read the instructions aloud and
ask volunteers to read the first two examples.
• Have students work individually to write their
sentences. Walk around and monitor as they write;
look for common errors in the sentences, such as
subject-verb agreement.
Answer key
Answers will vary.
B.
• PAIRS. Pair students and have them exchange
sentences. On the board, list any specific common
errors that they should look for while checking.
Have students mark each other’s sentences and
return them. Ask them to compare their total
number of correct sentences. Have students with
the most correct sentences raise their hands. Ask
several students to read one of their sentences
aloud.
11 Practice (10 min.)
A.
• Read the instructions aloud. Allow students 30
seconds to look at the map and remember as many
places as they can.
B.
• PAIRS. Tell students they will be working with a
partner. First, partners should decide who Student
A and Student B will be.
• Read the instructions aloud. Point out that after
Student A asks three questions, it’s Student B’s
turn to look at the map and ask three questions.
• Read the example with a student taking B’s role.
Then have the student close his or her book.
Model the activity by asking two more questions.
Use the board to show how you keep score.
• Walk around and monitor as students practice. To
check, have all the students close their books. Ask
Yes/No questions and call on individual students to
answer.
Have students complete Workbook Exercises 9–13
and Grammar Builder Exercises 4–5.
2/27/07 10:22:33 AM
 TEACHER’S NOTES
12 Pronunciation (5 min.)
A.
• Tell students you will ask them a question. Tell
them to listen and decide if your voice is rising
(going up) or falling (going down) at the end.
Ask a Yes/No question, such as Is there a bookcase
in this room? Elicit the fact that your voice is rising
because you are asking a Yes/No question.
• Tell students to listen to a short answer and decide
if your voice is rising or falling at the end. Say a
short answer such as Yes, there is. Elicit the fact that
your intonation is falling.
• 33 Play the audio, pausing for students to
repeat.
B.
• 34 Play the audio again. Have students listen
and repeat once more, then take turns practicing
the questions and answers. To check, call on
several pairs to role-play an exchange for the class.
Learn to learn (5 min. or less)
• Read the strategy line and explain or elicit the
meaning. If helpful, discuss the ideas presented in
this section in L1.
• GROUPS. Read the instructions aloud. Tell
students they will practice making notes when
they do the following exercises.
13 Your turn (30 min.)
A.
• For this activity, prepare art materials
beforehand—construction paper, crayons, colored
pencils, markers.
• GROUPS. Have students make groups of four.
Read the instructions aloud and then explain the
task. Say, for example, Each group is a team of town
planners. The government wants you to plan a town
that teenagers will love to live in or visit. As town
planners, you discuss and decide how your town will
look, what buildings and other things you will have,
and where they will be located. In the end, you also
decide the name of your town. Draw your town on a big
piece of paper. Be sure to make it fun and colorful.
• To get students started, brainstorm with the class
some fun places they might want to include in
their town, such as amusement parks, swimming
pools, game parlors, concert halls, etc. Provide
vocabulary as needed.
T29
Postcards_splitB_TE1_U03.indd T29
B.
• GROUPS. Read the instructions aloud. Tell the
class that each student in the group should present
some information about the town plan. Tell groups
to decide who will talk about the different things
in their town. Refer students back to the Learn to
learn strategy. Tell students to write short notes
about some of the things they will say.
C.
• CLASS. Read the instructions and example
language aloud. Remind “town planners” to use
There is/are and prepositions of location in their
presentations. After the first presentation, have the
rest of the class ask Yes/No and Where questions
about the plans.
D.
• After all teams have presented, ask students to
vote for the plan they like best. Elicit reasons why
the winning plan was chosen.
(5–10 min.)
• GROUPS. Read the instructions aloud and then
go over the Useful language with the class. On the
board, write What can you do ? You
can . Give and then elicit some examples of
this usage of can, such as What can you do at the
zoo? You can see lions and tigers. What can you do at
the amusement park? You can ride the big roller coaster.
You may also want to help students practice
emphatic intonation for these phrases: I love it! It’s
awesome there.
• Model a conversation for this activity with a
student. In addition to using the Useful language
in your model, recycle some language students
have learned in previous units such as Yes/No
questions (Is there a . . . ? / Does it have
a /any . . . ?), Where questions (Where is it?), How
many questions (How many pools are there?), How
often questions (How often do you go there?), and
functional expressions (Really? Seriously? That’s
great!). After your model, elicit the questions and
expressions you used and write them on the board
as a guide to help students in their discussions.
• As students talk, walk around to monitor. After
their discussions, elicit favorite places from several
different groups.
2/27/07 10:22:34 AM
 12 Pronunciation
Intonation in Yes/No questions and short answers
A. 33 Listen to the questions and answers. Notice how the voice falls on the last word
in the short answers.
Questions Answers
A: Is there a mall in this area? B: Yes, there is.
A: Is there a hotel near the mall? B: No, there isn’t.
A: Are there any restaurants near your house? B: Yes, there are.
A: Are there any stores in your neighborhood? B: No, there aren’t.
B. 34 Listen again. Then role-play the conversations.

Learn to learn C. CLASS. Ask the town planners questions

about their plans for the town. Ask Yes/
Prepare before a presentation. No and Where questions. Give comments
Prepare for speaking activities by writing about the plans.
down some of the things you want to say or For example:
ask.
Student 1: Is there a . . . ?
GROUPS. Prepare for part B of Exercise Presenter: No, there isn’t a . . ./there
13 by writing down some of the things aren’t any . . .
you want to say in your presentation. Student 1: Why not?
Prepare for part C by writing down some
Student 2: Excuse me. I think the public
questions.
pool is very small.
D. Vote on the plan that you like best. Explain
13 Your turn your choice.

A. GROUPS. Pretend you’re town planners.

Your government asks you to plan a new
area in your town for teenagers. Follow GROUPS. Talk about a favorite
these instructions: vacation place or a favorite place
in your town or city. Ask your
1. Discuss the places you want to include classmates about their favorite place.
in your town. Find out where it is and what you can do
2. Make a sketch of your plan on a big and see there.
piece of paper. Make your plans colorful
Useful language:
and fun.
• What’s your favorite . . . ?
3. Name your town. • What can you do there?
B. GROUPS. Present your town plans to • My favorite place is . . .
• I love it!
the whole class. Use There is, There are,
• It’s awesome there.
and prepositions of location in your
• It’s in/on . . . (location)
presentation.
• There’s/There are . . .
• Let’s go there. (Suggest when to go.)

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 14 Vocabulary
Leisure activities
A. Label the pictures with the following:
eat out go to a party
go shopping visit grandparents
hang out with friends watch a DVD
B. Look at Exercise A. Put three checks
go shopping
( ✔✔✔) next to the activities you always
do on weekends; two checks ( ✔✔) next
to the ones you sometimes or often do on
weekends; and an X next to the ones you
never do on weekends.

C. PAIRS. Talk about your weekend activities.

For example:
A: What do you usually do on weekends?
B: Well, I usually go out with my parents.
How about you?
A: I sometimes visit my grandparents.

15 Communication
Make suggestions
A. 35 Listen to the conversation.
A: Would you like to go to the movies this
weekend?
B: Sorry. I can’t. I don’t have any money.
A: Oh, OK. Let’s watch a DVD at my house
then.
B: Good idea!
B. PAIRS. Invite your classmate to do any of
the activities in Exercise 14A.

16 Listening
A. 36 Look at the ads as you listen to the
conversation. Where do the kids want to
go? Circle the ad.

B. 37 Listen again. Circle the events, people,

and places mom and the kids talk about.
an outdoor movie Seaquarium
Rolling Stones concert Vincent van Gogh
Shakespeare festival exhibit
Picasso exhibit Black Eyed Peas
Planetarium concert INTHEPARK
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14 Vocabulary (15 min.)
A.
• Quickly read the list of leisure activities and have
students say them after you.
• Have students work independently to label the
pictures. Check orally by pointing to each picture
and asking What activity does this picture show?
Answer key
go shopping visit grandparents go to a party
hang out with friends eat out watch a DVD
B.
• Read the instructions aloud. Model by saying Who
always goes shopping on weekends? Raise your hands.
Write three check marks on the board and tell the
students who raised their hands to write three
checks on the go shopping picture. Follow the same
procedure with sometimes or often and never.
C.
• PAIRS. Call on a pair to read the example aloud.
Then ask them to model talking about their own
weekend activities. Suggest that they also ask
other information and Yes/No questions to find out
more about their partner’s weekend activities.
• Walk around to monitor and help as students talk.
If time allows, have them change partners and
discuss their weekend activities with
another student.
• Conclude the exercise by asking several students
what they usually do on weekends.
Have students complete Workbook Exercises 4–5.
15 Communication (10 min.)
A.
• Ask for a show of hands of students who go to the
movies on weekends. Elicit some reasons for not
going to the movies. Write these on the board.
• 35 Play the audio as students read along. Then
play it once more, pausing for students to repeat.
• Have students work in pairs to role-play the
dialogue several times, switching roles after each
role-play.
B.
• PAIRS. Read the instructions and have students
look back at the vocabulary in Exercise A. Call on
a pair to model a conversation for the class. Then
tell pairs to role-play several times.
• Check by calling on pairs to perform a role-play.
Have students complete Workbook
Exercises 14–16.
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TEACHER’S NOTES
16 Listening (15 min.)
A.
• Have students look at the ads. Ask volunteers to
read them aloud.
• 36 Read the instructions aloud. Tell students
that they are going to hear a conversation about
the characters’ weekend plans. Ask them to pay
attention to the one place the kids want to go.
Play the audio two or more times. Check the
answer orally.
Answer key
Seaquarium
B.
• Read the instructions aloud. Tell students that
this time they will listen for all the events and
people that Mom and the kids discuss. Elicit or
explain any unfamiliar names or events.
• 37 Play the audio again two or more times.
Check answers orally.
Answer key
Shakespeare festival, Vincent van Gogh exhibit,
Black-Eyed Peas concert, Seaquarium
• If helpful, you may want to use the board to teach
some of the new vocabulary in this listening, such
as a lot going on, boring, (talk) weird, takers, painter,
and cut off his ear. Play the audio once more and
then ask the class a few more content questions
about the conversation.
Audioscript
Mom: Guys, what do you want to do this weekend?
Andy: We’re not sure, Mom. Why?
Mom: Well, there’s a lot going on this weekend. Go get
the newspaper, Robbie.
Robbie: Here it is, Mom.
Mom: Thanks. There’s a Shakespeare festival downtown,
in that theater across from the mall.
Liza: That’s going to be so boring!
Robbie: Yeah, they talk weird, too.
Mom: OK. Sorry, Shakespeare. There’s a Black-Eyed Peas
concert at the beach. Any takers?
Andy: Well . . . it sounds OK. What else is there?.
Mom: There’s also a van Gogh exhibit at the
Vizcaya Gardens.
Robbie: Who is van, van, van what?
Liza: Gogh. Van Gogh. He’s a famous painter. You
know, the one who cut off his ear?
Robbie: He did?
Andy: Thanks, Mom. But Brian wants to go to the
Seaquarium. There are dolphins and sharks there,
and Brian wants to see them. Liza, could you call
Joey and tell her what we’re doing this weekend?
Liza: Why me? You tell her.
Brian: Don’t worry, Liza. I’ll call Joey.
2/27/07 10:22:35 AM
 Putting it together
TEACHER’S NOTES
Extension
• Bring several copies of the entertainment section
A skateboard contest (15 min.)
of a local English-language newspaper to class.
Alternately, bring in the entertainment listings
Background notes
from a U.S. newspaper online.
Skateboarding is a teen recreational activity that became
very popular in the United States in the 1970s. Since then, • In groups, have students find and write down
skateboarding has become a worldwide competitive sport. three interesting events that are happening this
weekend. Have them include locations and
A. ticket prices, if given. Then ask volunteers to
• Have students look at the pictures and tell share with the class the events they chose
what they remember about the characters. Elicit and why.
information by asking leading questions such as Have students complete Skills Development 1
Who is the girl with Liza? (Annie, Liza’s best Exercises (1–4) in the Workbook.
friend) What are they looking at? (a newspaper)
Who do you think Andy is on the phone with? (his ✎ Have students complete the Unit 3 test, page 82,
girlfriend, Caroline) and the Test for Units 1–3, pages 86–89.
• Read the instructions. Tell students to
guess what Andy is saying to Liza and Annie,
but not to write it in the blanks. Give students a
few minutes to read the conversation, then elicit
students’ guesses.
• 38 Play the audio, pausing after each answer.
Elicit what Andy said and write it on the board.
Ask students to raise their hands if they guessed
correctly. Have students fill in the blanks in the
dialogue. Go over vocabulary and concepts such
as skateboard contest, Please understand, Uh-oh (Oh
no), in trouble with, and Oh, well.

Answer key
1. No! Leave me alone.
2. What skateboard contest? Hey, wait for me!

B.
• CLASS. Read each discussion question aloud and
ask volunteers for their answers and opinions.
Encourage students to express different or
opposing views.
• To extend work with the photostory, you may
want to have students practice the dialogue. Work
on students’ pronunciation as you play the audio
or read the dialogue aloud. Then assign groups of
four and have students practice, changing roles
after each reading. If time allows, have students
practice the dialogue again, substituting their
own names. Then call on one or more groups to
perform for the class. For further extension ideas,
see the Dialogues and Comprehension notes in the
Introduction, page x.

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 A skateboard contest
A. 38Look at the pictures and read the conversations. Guess what Andy is saying to Liza and
Annie. Write the missing lines. Then listen and see if you guessed correctly.

Look, Annie. There’s a It’s on Crandon

skateboard contest at Boulevard, next
the Lipton Club. Let’s go. to the park.
Mom, where’s the
Lipton Club?

Good idea! I’m

hungry. Are there any
restaurants there?

1 I’m sure there are. 2

Please Uh-oh. Andy’s in trouble
understand, again with Caroline.
Caroline. There’s
a lot going on at
my house.

But I can’t see

you every day.
4
3

Hey, Andy. Would you like Oh, well, Liza. Let’s go get
to do something fun? Brian. The skateboard
contest sounds really
exciting.

5 6

B. CLASS. Discuss the questions.

1. Is Caroline upset with Andy? If so, why?
2. What’s Andy’s explanation?
3. Is Andy a good boyfriend? Explain your answer.
Unit 3 31

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 1 Reading
Reading skill: Reading with a purpose
Before you read, decide what information you
will look for.

A. Read the interview for the things that Halldóra sayss

teens do in their leisure time. Underline them.

B. Fill in the Venn diagram with the things Halldóra

says teens do in the winter, year-round, and in the
summer.
L^ciZg NZVg"GdjcY hjbbZg

2 Listening
39 Listen to an interview with Josh Jones, a teen from
New York City. Underline the things Josh says teens do
in the winter. Circle the things he says teens do in the
summer. Circle and underline the things teens do year-
round.
go skiing go out to eat
go to the gym go ice skating
go shopping go to movies
go to dance clubs hang out in the park
go swimming have picnics
go to museums go skateboarding

3 Writing
In your notebook, draw a Venn diagram. List the things
teens in your city do for fun in the winter, year-round,
and in the summer.

4 Speaking
PAIRS. With your partner, discuss the following
questions:
1. What do you do for fun in the winter?
2. What do you do for fun in the summer?
3. What do you do for fun year-round?

32 Wide Angle 1

024-033_SB1B_U03_14106.indd 32 7/11/12 9:32 AM


Pictures (5 min.)
• Call on a student to read the title aloud. Ask
students to locate Iceland on the satellite photo
(circled). Have students look at the pictures. Elicit
what students can identify. Discuss how these
scenes are similar to, or different from, what they
see in their own country.
1 Reading (15 min.)
A.
• Go over the Reading skill with the class. Tell
students they will be reading an interview. As they
read, they should look for and underline things
that teenagers in Iceland do in their leisure time.
• After the reading, elicit answers orally. (See
Exercise B Answer key.)
B.
• Have students look at the Venn diagram. Read
the labels aloud. Elicit or explain that winter and
summer are each represented by an oval. The part
where the ovals overlap contains the year-round
features. Explain that Venn diagrams can help
students remember information through grouping.
• Draw the Venn diagram on the board. Elicit one
activity for each section.
• Have students read the interview again and fill in
the Venn diagram in their books. Check answers
as a class.
Answer key
Winter: read, watch TV, go bowling, go to the Youth
Center, ski, skate, swim in hot pots
Year-round: go swimming
Summer: go hiking, go camping, stay up late
2 Listening (5 min.)
• Tell students that, just as they read with a purpose
in Exercise 1, they will also listen with a purpose
for this exercise. As they listen, they should pay
attention to what teenagers do in their leisure
time.
• Have students read the directions and the leisure
activities in the box.
• 39 Play the audio two or more times as students
complete the exercise. Elicit the answers orally.
Answer key
Winter: go to museums, go to movies, go out to eat, go
shopping, go ice skating
Summer: hang out in the park, have picnics,
go skateboarding
Year-round: go out to eat, go to movies, go to museums,
go shopping
T32
Postcards_splitB_TE1_U03.indd T32
Audioscript
TEACHER’S NOTES
Interviewer: So what do teens do for fun in New York
City?
Josh: Lots of things. Winter is pretty cold, so we do
a lot of indoor activities. We go to museums
a lot. The Metropolitan Museum and the
Museum of Modern Art are cool. We also go
to movies. There are a lot of movie theaters
in New York. And we go out to eat with our
friends. There are some great restaurants.
And, of course, we go shopping. New York
has great shops and department stores. You
can find things from all over the world.
Interviewer: Do you do any outdoor sports in the winter?
Josh: Yes, a lot of people go ice skating. We have
two great rinks—one in Central Park and one
in Rockefeller Center.
Interviewer: What do teens do for fun in New York in the
summer?
Josh: We like to hang out in Central Park. It’s an
awesome park. We have picnics with friends
there, and just hang out. And a lot of teens—
especially guys, like me and my friends, like
to go skateboarding in the park.
Interviewer: What else do you do in the summer?
Josh: We do most of the same things we do in the
winter! We go out to eat, we go to movies,
we go to museums, and we go shopping!
Interviewer: So teens enjoy living in New York?
Josh: You bet! It’s the most exciting city in the
world!
3 Writing (10 min.)
• Have students make their own Venn diagrams.
• Ask students to compare and share their Venn
diagrams with a partner.
4 Speaking (5 min.)
• PAIRS. Read the discussion questions aloud.
Explain that students should also use other follow-
up questions, such as Yes/No and Wh- questions, to
keep the conversation going.
• Have students talk with a partner about leisure
activities.
2/27/07 10:22:37 AM
 TEACHER’S NOTES
Extension
• Have students write a dialogue following the
model interviews in Exercises 1 and 2. Before
they begin, elicit the key questions that the
interviewers used to prompt the answers from
Halldóra and Josh. (What’s there to do in . . . ?
What do teenagers do for fun in the winter/
summer? Do you do any outdoor/indoor
activities in the winter/summer? What else do
you do in the summer/winter?) Elicit other
questions the interviewer could ask and write
them on the board.
• Have students work in pairs to create their
own dialogue. Circulate and assist students
as needed.
• Have students rehearse and then present their
dialogues to other pairs or in front of the class.
You may also record the students’ dialogues and
use these dialogues for listening and note-taking
exercises later.

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 Teens participate in similar leisure activities all Q: Hots pots?!
over the world. But each town and country A: Yes, hot water swimming pools that
offers some special activities. An interviewer are outdoors. Reykjavik has a lot of hot
is talking to Halldóra Jónsdóttir, a seventh springs, and we use the hot water to
grader in Reykjavik, Iceland. generate energy. After that, the water
goes to heat our homes, and it also goes
Q: What’s there to do in Reykjavik, Halldóra? into hot water pools. So we can swim
A: There are lots of things to do, but it outside year-round—even when it’s
depends on the season. We’re very far snowing. In Reykjavik, there is a famous
north, and in the winter we get just four pool called the Blue Lagoon. The white
hours of sunlight a day. mud in the pool is very good for your skin.
Q: What do teenagers do for fun in the Q: What’s summer like in Reykjavik? Do you
winter? mostly stay indoors?
A: Well, we do a lot of indoor activities—we A: No way! In the summer, we have the
read, we watch TV, we go bowling. And midnight sun. We
we spend a lot of time at the Youth Center. 8
get sunlight for 18
We meet friends there, listen to music, and he
hours a day and the
just hang out. ts.
sun never really sets.
Q: Do you do any outdoor activities in the So we spend a lot
winter? of time outdoors!
A: Yes, we ski and skate—the ski slopes and We go hiking and
g rinks have lights.
skating g And we swim in camping, and stay
the hot pots! up
p very late!

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 Learning goals
1 Dialogue Communication
40 Cover the dialogue and listen. Ask what someone’s doing now
Describe what’s happening
Liza: Where’s Brian? right now
Andy: He’s upstairs in the bedroom. Talk about a house
Liza: What’s he doing? Is he reading?
Grammar
Andy: No, he isn’t. He’s writing an e-mail. The present continuous: be
Liza: Who’s he writing to? Is he e-mailing his parents? (am/is/are) + verb -ing
Andy: I don’t know, Liza. Stop bothering me. I’m watching TV.
Vocabulary
Liza: I’m just asking you questions. Rooms and parts of a house
Andy: I know, but you’re bothering me.
Liza: Gee, Andy. You’re grumpy today. I’m out of here.

2 Comprehension
A. Cross out the wrong information in each sentence.
Then correct it.
1. Liza is asking about Robbie. Brian
2. Andy doesn’t know where Brian is.
3. Brian is reading.
4. Andy wants to talk to Liza.
5. Liza says Andy is nice.
B. 41 Check your answers. Read along as you listen again.

34 Unit 4

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Learning goals The following are additional learning goals in this unit:
Learning strategy Skills
• Know how to scan an article • Preview and predict an article
• Listen to an interview for specific
Pronunciation
information
• Stress on important words
Warm-up (5 min.)
• Review verbs by asking students What verbs can
you remember from the last few units? Elicit as many
as students can recall and write them on the board.
Give hints for any important ones they’ve missed.
• Tell students You can use these verbs to talk about the
things you usually do. Now you’ll learn how to use
them in a different way. You’ll learn how to talk about
what you are doing right now. Introduce the unit
title. Explain that by using be and adding -ing to
do, you can ask what someone is doing right now.
Using the large photo (less than 5 min.)
• Have students look at the pictures. Ask Who do
you see in the pictures? (Andy, Liza, and Brian)
Where are Andy and Liza? (at home; in the living
room) Is Brian at home? (Yes, he’s at the computer.)
Using the board, help students construct present
continuous statements to answer these questions:
What is Andy doing right now? (He’s watching TV.)
What is Liza doing right now? (She’s talking.)
T34
Postcards_splitB_TE1_U04.indd T34
TEACHER’S NOTES
• Talk about favorite places in a house
• Ask Yes/No questions about a picture
• Ask what someone’s doing now
• Write messages about weekend plans
1 Dialogue and 2 Comprehension (15 min.)
• Have students cover the dialogue.
A.
• Read the directions aloud. Using the example,
make sure that students understand cross out. Then
call on a volunteer to read the sentences aloud.
• 40 Play the audio two or more times and have
students work independently to complete the
exercise. If helpful, pause after each answer on
the second or third listening to give students time
to write.
B.
• 41 Have students uncover the dialogue. Play the
audio again as students read along. To check, have
volunteers read aloud the original sentences first
before reading the corrected sentences.
Answer key
1. Liza is asking about Brian.
2. Liza doesn’t know where Brian is. / Andy knows where
Brian is.
3. Brian is writing an e-mail.
4. Andy doesn’t want to talk to Liza.
5. Liza says Andy is grumpy.
• To extend work with the dialogue, select key
vocabulary, structures, and communicative
phrases to discuss more fully, such as the present
continuous forms: Is he reading? No, he isn’t. He’s
writing an e-mail. Who’s he writing to? Is he e-mailing
his parents?). Go over phrases such as bothering,
just, I know, Gee, and I’m out of here (I’m leaving
right now).
• Have the class repeat the dialogue, then have
students practice in pairs, changing roles after
each reading. Finally, select a pair to perform
for the class. For further extension ideas, see
the Dialogues and Comprehension notes in the
Introduction, page x.
2/27/07 10:20:46 AM
 TEACHER’S NOTES
3 Useful expressions (5 min.) Extension
• Read the instructions aloud, then play the
42 • Teach or elicit the vocabulary for the furniture in
the house. Write the words on the board. Then
audio. Pause after each line and have students
have students classify them according to which
repeat. Encourage them to mimic the tone.
room they belong in.
• Have students work individually to match the
• In pairs, students quiz each other on the room
expressions.
and furniture vocabulary. One student points to
• Check by having volunteers read each Useful a room or item, and the other student names it.
expression and its equivalent.
• Lead a discussion of how the house in the
Answer key picture is the same as or different from houses in
the students’ country.
1. b
2. c
3. d
(10 min.)
4. a
• PAIRS. Read the instructions and go over
4 Vocabulary (10 min.) the Useful language with the class. Model a
conversation with a student, incorporating as
Background notes much of the Useful language as possible. Then
Housing in the United States: In the United States many have students work in pairs. Walk around to
families live in houses, especially in small to medium-sized monitor as students talk.
cities and towns and in suburban areas (areas surrounding • To check, ask students to share which room or
a city). rooms were the most popular.
Single-family houses are surrounded by a yard—an open
area planted with grass, flowers, and trees. Duplexes are
two houses attached by a center wall. Townhouses are
rows of houses, usually two or three stories high, with
connecting walls between them. Mobile homes are house
trailers; although they are on wheels, they are seldom
moved once they are in place.
In urban areas and large cities, it is common for people to
live in apartments or condominiums (condos). A condo is
an apartment that a resident owns.
Students at universities often live in a large building called
a dormitory (dorm). Dorms often have a cluster of sleeping
rooms (a suite) with a shared bathroom and a common
area for socializing.

A.
• 43 Play the audio and help students pronounce
these words. Elicit the meanings of any terms
students may not be able to guess.
B.
• Have students work individually to label the parts
of the house.
• Check answers by pointing to each room and
eliciting the number and name.

Answer key
(First floor and garage, from left to right) 3, 5, 7, 6, 8, 4
(second floor, from left to right) 2, 1, 9

Have students complete Workbook Exercises 1–3.

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 3 Useful expressions
42 Listen and repeat. Match the expressions with similar
PAIRS. Talk about
meanings. your favorite place
1. I don’t know. b a. I’m leaving right now. in your house.
2. Stop bothering me. b. I have no idea. Useful language:
• What’s your favorite place
3. You’re grumpy. c. Don’t ask me a lot of questions.
in your house?
4. I’m out of here. d. You’re in a bad mood. • Why is it your favorite?
• What’s in that room?
• Sounds awesome/cool.
4 Vocabulary • Me, too!
• No way!
Rooms and parts of a house • Really?
A. 43 Listen and repeat.
1. bathroom 4. garage 7. stairs
2. bedroom 5. kitchen 8. downstairs
3. dining room 6. living room 9. upstairs
B. Label the parts of the house. Use the numbers in Exercise A
as your labels.

Unit 4 35

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 6 Practice
GRAMMAR FOCUS Complete the sentences with the present
The present continuous: continuous form of the verbs in parentheses.
be (am/is/are) + verb -ing
1. Liza and Andy are talking . (talk)
Affirmative statements Negative statements
I‘m I‘m not 2. Andy TV. (watch)
You‘re You‘re not 3. Liza Andy questions. (ask)
studying. playing.
He‘s He‘s not
She‘s She‘s not 4. Andy annoyed. (get)
5. Brian in front of the
You‘re You‘re not computer. (sit)
We‘re studying. We‘re not playing.
They‘re They‘re not 6. He . (not read)
Spelling of -ing verbs 7. He to his parents. (write)
listen—listening play—playing
smile—smiling sit—sitting
7 Practice
Discovering grammar What are the people in the pictures doing?
Look at the grammar chart. Complete 1. she/use her computer
the rules. 2. he/take a shower
1. Use + verb -ing with I. 3. she/do homework
a. am b. is c. are
4. they/play tennis
2. Use + verb -ing with He, She,
and It.
a. am b. is c. are
3. Use + verb -ing with We, You,
and They.
a. am b. is c. are

Practicing grammar
5 Practice
Write the -ing forms. Follow the patterns.

Group 1: Add -ing.

1. play ➔ playing 3. fix ➔

2. study ➔ 4. show ➔
Group 2: Drop the -e.

1. write ➔ writing 3. leave ➔

2. use ➔ 4. make ➔
Group 3: Double the consonant.

1. plan ➔ planning 3. shop ➔

2. run ➔ 4. get ➔

36 Unit 4

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 TEACHER’S NOTES
6 Practice (5 min.)
• Call on a student to read the instructions. Elicit the
Grammar Focus answer to the first item. Before having students
and Discovering grammar (15 min.) work individually to complete the sentences,
remind them to use the spelling rules that they
☞ See Grammar reference, page 101. have just learned.
• Check by asking volunteers to read the answers
The present continuous: be (am/is/are) + verb -ing
and spell out the verbs ending in -ing.
• On the board, write: He is writing an e-mail.
• Say In the sentence He is writing an e-mail, is Answer key
writing tells me that the action is happening now. He 1. are talking
is doing it now, right at this very moment. The verb is 2. is watching
in the present continuous. 3. is asking
4. is getting
• Draw separate boxes around is, the main verb 5. is sitting
(write), and -ing. Above it, write Present Continuous. 6. is not reading
• Have students look at the grammar chart. Read 7. is writing
the affirmative statements aloud as students
say them after you. Then read the affirmative
statements again and have the class read the 7 Practice (5 min.)
negative statements. • As you point to the first picture, ask What is
• Point out the spelling information at the bottom of the girl in the picture doing? Remind students
the chart. Tell students that verbs can sometimes that they are talking about what the people are
change their spelling when -ing is added. Say The doing right now, so they should answer with the
spelling of listen and play do not change. Ask Does the present continuous. Encourage students to use
spelling of smile change when you add -ing? (Yes, you contractions. Call on a student to answer.
drop the e and add -ing.) Ask the same question • Have students work individually to write
about sit. sentences about the pictures. Walk around to
• Have students work individually to complete the monitor as students are working.
grammar rules. Check answers orally. • Have students check their answers with a partner
before you elicit them for the class.
Answer key
1. a 2. b 3. c Answer key
1. She’s using her computer.
• Use the board to elicit other key points about 2. He’s taking a shower.
the grammar chart, such as the spelling rules for 3. She’s doing her homework.
adding -ing. 4. They’re playing tennis.

Practicing grammar
5 Practice (5 min.)
• Read the instructions aloud for the first group
and elicit the spelling change for the first item.
Then have students work individually to write
the present continuous forms of the other verbs
in the group. Follow the same procedures for the
following groups.
• Check by calling on students to come to the board
and spell the continuous forms of items 2–4 in
each group.

Answer key
Group 1: 1. playing 2. studying 3. fixing 4. showing
Group 2: 1. writing 2. using 3. leaving 4. making
Group 3: 1. planning 2. running 3. shopping 4. getting

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 TEACHER’S NOTES
8 Practice (10–15 min.) Focus on values
• Ask What do Andy, Liza, and Brian always do after
A.
dinner at the Gibsons’ house? (They do the dishes.)
• Have students look at the photograph. Ask Where’s Ask students Do you help at home with cooking
Brian? (He’s in front of the Gibsons’ house.) What’s or cleaning?
he doing? (He’s smiling.) Tell students that this is
• Elicit or explain the benefits of helping around
a photo of Brian that he is sending to his parents
the house. (It is polite to help other family
in Australia. Introduce the verb attach by asking
members; You can learn how to take care of
students whether they sometimes attach pictures
yourself when you are on your own.) If it is
to their e-mail messages.
uncommon for students to do chores in their
• Read the instructions and elicit the answers for country, point out that in many countries, such as
the first two items. Tell students to complete the the United States, kids usually help out around
e-mail, using contractions when possible. Have the house.
students work individually to complete the text.
• Ask your students Why do you think Brian does
• When students have finished, ask if there are any the dishes? (He wants to help; He may often help
words in the letter that they don’t understand. out at home; The Gibson kids always do the
Elicit or explain the meanings. dishes.) Explain that if you are a guest in the
• Call on volunteers to read the completed United States, it is polite to offer to help with the
paragraphs. After each answer, ask the student to household chores, especially if you are staying
spell the verb ending in -ing. Then have students for some time.
form pairs and take turns reading the paragraphs
aloud to each other. Have students complete Workbook Exercises 4–6
and Grammar Builder Exercises 1–2.
Answer key
1. I’m having
2. I’m enjoying
3. I’m sharing
4. I’m using
5. Mr. and Mrs. Gibson are preparing
6. Robbie’s helping
7. Andy and Liza are watching
8. we’re not helping
9. I’m standing

B.
• Read the instructions and elicit the answer to the
first item. Point out that students should first write
a negative statement and then write an affirmative
statement with the correct information. Point
out the use of a subject pronoun in the second
sentence. (He instead of Brian) Then elicit the
answer to the second item orally.
• Have students work individually or in pairs to
complete the exercise. Check orally.

Answer key
1. Brian isn’t sharing Robbie’s bedroom. He’s sharing Andy’s
bedroom.
2. Mr. and Mrs. Gibson aren’t working in the garden.
They’re preparing dinner.
3. Robbie isn’t helping Andy with dinner. He’s helping his
parents with dinner.
4. Andy and Liza aren’t helping their parents. They’re
watching TV in the living room.
5. Brian isn’t doing his homework. He’s writing an e-mail to
his parents.

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 8 Practice
A. Complete Brian’s e-mail with the present
continuous form of the verbs in parentheses.
Use contractions where possible.
B. Make two sentences. In the first sentence,
correct the wrong information. In the second
sentence, give the correct information.
1. Brian is sharing Robbie’s bedroom.
Brian isn’t sharing Robbie’s bedroom.
He’s sharing Andy’s bedroom.
2. Mr. and Mrs. Gibson are working in the
garden.
3. Robbie is helping Andy with dinner.
4. Andy and Liza are helping their parents.
5. Brian is doing his homework.
034-041_SB1B_U04_14106.indd 37
Hi, Mom and Dad. How’s everything at
I’m having a wonderful
home? (1. I/have)
time here. (2. I/enjoy) Miami
a lot. It’s a great place! Are you planning to
visit me? You could stay at the Gibsons’ house
during your visit.
The house has four bedrooms. (3. I/share)
Andy’s bedroom. Andy
and I are great friends. He lets me use his
things, including his computer. (4. I/use)
his computer right now.
It’s almost dinnertime here. (5. Mr. and
Mrs. Gibson/prepare)
dinner. (6. Robbie/help)
his parents. (7. Andy and Liza/watch)
TV in the living room. I know,
Mom. You’re wondering why (8. we/not help)
with dinner. Well, Andy, Liza,
and I always do the dishes afterwards.
I’m attaching a picture of me. (9. I/stand)
in front of the Gibson’s house.
Looks great, right? I mean the house, not me.
Unit 4 37
1/17/07 7:34:27 PM
 GRAMMAR FOCUS
The present continuous tense: be (am/is/are) + verb –ing
Yes/No questions Affirmative answers Negative answers
Am I Yes, you are. No, you’re not. / No, you aren’t.
Are you Yes, I am. No, I’m not.
studying?
Is he Yes, he is. No, he’s not. / No, he isn’t.
Is she Yes, she is. No, she’s not. / No, she isn’t.

Are you Yes, we are. No, we’re not. / No, we aren’t.

Are we studying? Yes, we/you are. No, we’re/you’re not. / No, we/you aren’t.
Are they Yes, they are. No, they’re not. / No, they aren’t.
Information questions Short answers Long answers
What are you doing? Studying. I’m studying.
What’s she/he doing? Watching TV. She’s/He’s watching TV.
What are they doing? Doing homework. They’re doing homework.

Discovering grammar
Look at the grammar chart. Answer the 2. What comes first in present continuous
questions.
information questions?
1. What comes first in present continuous
3. Can you contract am + not?
Yes/No questions?

Practicing grammar
9 Practice
A. PAIRS. Look at the picture. Try to
remember what each person is doing.

38 Unit 4

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 TEACHER’S NOTES
Practicing grammar
Grammar Focus 9 Practice (10 min.)

and Discovering grammar (15 min.) A.

• PAIRS. Have students look at the picture. Elicit or
The present continuous tense: be (am/is/are) + explain the vocabulary students will need to talk
verb -ing about the picture, such as teaching, taking notes,
☞ See Grammar reference, page 101. talking, and listening to music. Then quickly read
the names and have students pronounce them
• On the board, write the heading Present continuous after you.
and under it, Yes/No questions. Under Yes/No
• Read the instructions aloud. Assign pairs. Give
questions, write you/study? Elicit how to form a
students thirty seconds to study the picture.
Yes/No question with these words and write the
answer on the board. (Are you studying?)
• To the right of Yes/No questions, write Affirmative
answers and Negative answers. Elicit the affirmative
and negative answers to Are you studying? (Yes,
I am; No, I’m not.) Write the answers under the
appropriate heading.
• Next, write the heading Information question and
underneath write What/you/do? Elicit how to form
a present continuous information question. (What
are you doing?)
• Have students look at the grammar chart. Read
the Yes/No questions aloud and have students
say them after you. Then read these questions
again and have students read the affirmative and
negative short answers aloud. Follow the same
procedures with the information questions.
• Have students complete the Discovering grammar
questions individually. Check orally.

Answer key
1. be
2. a Wh- question word
3. no

• Use the board to elicit other key points about the

grammar chart, such as how to form information
questions with other Wh- question words.

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 TEACHER’S NOTES
B.
• PAIRS. Read the instructions and example aloud.
Call on a pair to model asking and answering
Yes/No questions about the people in the picture.
• Assign pairs. Tell pairs to switch roles.
• Have all students close their books. Ask questions
about the picture.
Answer key
1. A: Are Wendy, Tracy, and Daniel taking notes? B: Yes,
they are.
2. A: Is Brad listening to Mrs. Simpson? B: No, he’s not / he
isn’t. (He’s sleeping.)
3. A: Are Jen and Angie playing? B: No, they’re not / they
aren’t. (They’re talking.)
4. A: Is Jessica talking on her cell phone? B: No, she’s not /
she isn’t. (She’s listening to music.)
Have students complete Workbook Exercises 7–10
and Grammar Builder Exercises 3–6.
10 Your turn (less than 5 min.)
• PAIRS. Read the directions and example aloud.
Model if helpful.
11 Practice (10 min.)
• Turn to page 69 and let students have
a competition.
12 Pronunciation (15 min.)
A.
• 44 Play the audio, pausing for students to
repeat. If helpful, use hand gestures to indicate
stressed words.
B.
• Have pairs practice the exchanges.
13 Communication (10 min.)
A.
• 45 Play the audio and have students listen and
repeat with stress on important words.
B.
• PAIRS. First have pairs practice the conversation
in Exercise A, switching roles after the first
reading. Then read the instructions aloud for
Exercise B. Call on a pair to model. Suggest they
use their real names, think of an activity they are
doing and ask their partner about brothers or
sisters. Have students exchange names of family
members before they begin.
• Have students role-play several times; tell them
to change roles after each round. Circulate and
monitor, helping as needed.
• Check by calling on one or more pairs to perform.
Have students complete Workbook Exercises
11–14.
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Postcards_splitB_TE1_U04.indd T39
14 Writing (less than 10 min.)
• PAIRS. Read the instructions aloud and tell
students to read the instant message conversation.
Then assign pairs. Tell them to work together to
complete the conversation.
• Call on several pairs to read their messages aloud.
15 Listening (15 min.)
A.
• Read the instructions aloud and explain or elicit
the meanings of inventions, scientists, and the
environment. Then read the statements and check
that students understand robot, makes clothes,
and eats garbage.
• 46 Play the audio two or more times. Then elicit
the answers orally.
Answer key
c, e
B.
• Read the instructions and each statement aloud.
Go over the meanings of saving energy, saving
water, and stopping pollution.
• 46 Play the audio again once or twice. Elicit
the answers orally. If helpful, play the audio once
more, pausing to elicit the gist of the conversation;
then play the audio again for confirmation.
Answer key
a, c, e, f
Audioscript
David: George, people hate household chores, but they
love gadgets. Are you guys working on new
inventions to help with cleaning and
other chores?
George: Of course we are, but we’re making sure that
new inventions help the environment, too.
David: That’s great! Everybody’s worried about the
environment. Can you give us some examples of
what you guys are doing these days?
George: Well, lots of people think it’s important to save
energy and water, and nobody likes pollution.
Right, kids?
Audience: Right!
George: Well, I have wonderful news. Scientists are
working on a machine that washes dishes
without water.
David: Without water? A machine that washes dishes
without water?!
George: Here’s more. We’re working on a robot that can
eat garbage.
David: Eat garbage?
George: Sure. It eats garbage so there’s less pollution.
David: That’s awesome. In other words, scientists are
inventing machines that can do chores AND
help out the environment.
George: We’re trying!
David: Well, good luck. Thanks for coming by.
George: Thanks for having me. Till next time, kids.
2/27/07 10:20:52 AM
 B. PAIRS. Student A, close your book. Student Annie: I’m bored. Are Brian and Andy doing
B, ask Yes/No questions about the picture. anything?
Use the cues. Then switch roles. Liza: No. Would you like to come over?
For example: Annie: OK.
A: Is Ms. Simpson singing? B. PAIRS. Role-play. Imagine you are at home
B: No, she’s not. after school. Have a phone conversation
A: What’s she doing? like the one in Exercise A.
B: She’s teaching.
1. Wendy, Tracy, and Daniel / take notes 14 Writing
2. Brad / listen to Mrs. Simpson
3. Jen and Angie / play PAIRS. It’s the weekend. Write instant
4. Jessica / talk on her cell phone messages between you and a classmate. Talk
about what you’re doing and what’s going on.

10 Your turn what are you doing

IMKL: Hey, ?
PAIRS. Take turns. Ask what three people
Me2: Watching a music video. You?
around you are doing.
IMKL:
For example:
Me2:
A: What’s Dylan doing?
IMKL: How about your [brother/sister]?
B: He’s reading a text message. How about . . . ?
What ?
A: They’re talking.
Me2:

11 Practice
Have a competition! Go to page 69. 15 Listening
A. 46 Listen to the interview. Circle the two
12 Pronunciation new inventions the scientists are working
on to help the environment.
Stress on important words
a. a robot that cleans your room
A. 44 Listen and repeat. b. a robot that makes clothes
A: What are you doing? c. a robot that eats garbage
B: I’m studying. d. a machine that cooks your meals
A: What are they doing? e. a machine that washes dishes without
B: They’re doing their homework. water

B. PAIRS. Practice the conversations. B. Which of these things are important to

George Getty? Circle the letters.
a. the environment
13 Communication b. making a lot of money
Ask what someone’s doing now c. saving energy
d. making beautiful machines
A. 45 Listen to the conversation.
e. saving water
Liza: Hello. f. stopping pollution
Annie: Hi, Liza. What are you doing right
now?
Liza: Watching TV in my room. Why?

Unit 4 39

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 Learn to learn
Know how to scan an article.
When you scan an article, you read very
quickly and look only for the information you
need.
A. You have 30 seconds. Scan the article
“Intelligent Homes of the Future.” Circle
the rooms of the house in the article.
B. PAIRS. Compare your results with a
classmate.
In a futuristic home lab in the United
States, this is what ’s happening: A man is
walking toward his house. As he is walking
toward the door, it opens by itself. He walks
into the living room; the lights turn on and
his favorite song starts to play. In the garage,
one of his cars is making an appointment
with the mechanic. The man goes to the
kitchen and stops in front of the refrigerator.
It is printing out a shopping list. Science
fiction? No. Everything is real! In this home
lab, engineers are developing
intelligent refrigerators,
lamps, TV sets, and cars.
Some homeowners are
already testing these
intelligent appliances. In
Virginia, some residents
can check that the
doors are locked from
17 Comprehension
1. Write what each of these things in the
futuristic home lab can do.
a. the door It can open by itself.
b. the refrigerator
c. the car
d. the oven
2. In the future, what can a bathroom scale do?
40 Unit 4
034-041_SB1B_U04_14106.indd 40
16 Reading
A. Look at the title and the pictures in the
article below. What do you expect to read
about? Circle all that apply.
a. a family with intelligent children
b. a beautifully decorated home
c. a high-tech home
d. high-tech appliances
e. the high cost of houses
f. life in the United States
B. 47 Read along silently as you listen.
their offices. In
Boston, some
homeowners
are using
intelligent
ovens. They
put food in the oven before going to bed.
Then they program the oven to refrigerate
and cook the food for the next day.
In the future, an intelligent house can
turn up the heat in the bedroom fifteen
minutes before the homeowner wakes
up, turn on the bedroom light when the
alarm clock sounds, and turn on the coffee
maker. The house can also display the news
on the video screen in the bathroom and
turn on the shower. The bathroom scale
is very intelligent, too. If the homeowner
is putting on weight, it can change the
homeowner’s menu. Now that ’s pretty cool.
18 Speaking
PAIRS. Close your books and see how much
you can remember. Answer this question:
What can an intelligent home do?
For example:
A: The door can open by itself.
B: The lights . . .
1/17/07 7:34:39 PM

Learn to learn (10 min.)
• Read the strategy line aloud. If helpful, discuss the
ideas presented in this section in L1. Tell students
that they will be practicing a reading skill called
scanning. Tell students that when they scan, they
let their eyes move quickly over a text to look for
specific information.
A.
• Read the instructions aloud. Point out that the
goal is not to read and understand the article, but
to look for specific words. Have students scan the
article for 30 seconds and circle the names
of rooms.
TEACHER’S NOTES
17 Comprehension (10 min.)
• Read the instructions and the answer to the
first item aloud. Tell students to use can in their
answers and to write in full sentences.
• Check by asking volunteers to read their answers
aloud. If helpful, have them point out the
sentences in the article that support their answers.
Answer key
1. a. It can open by itself.
b. It can print out a shopping list.
c. It can make an appointment with a mechanic.
d. It can refrigerate and cook food automatically.
2. It can change the homeowner’s menu.

Answer key 18 Speaking (5 min.)

living room garage kitchen • PAIRS. Call on a student to read the instructions
bedroom (twice) bathroom (twice) and example aloud. Then have students close their
books. Have students form pairs and take turns
B. making statements. Check by eliciting answers
• PAIRS. Have partners compare the words from several students.
they circled.
• Check by asking a volunteer to share circled words
with the class.

16 Reading (10 min.)

A.
• Read the instructions aloud and then have
volunteers read each item aloud. Elicit or explain
the meanings of intelligent, decorated, high-tech,
appliances, and high cost.
• Have students work independently to complete
the exercise. Check orally.

Answer key
c, d, f

B.
• 47 Play the audio and have students read along.
• Go through the article with the class to elicit or
explain the meanings of futuristic, lab, happening,
by itself, appointment, mechanic, printing; science
fiction, engineers, residents, locked, program,
refrigerate, turn up, display, scale, and putting on
weight.
• Have students read the article again silently.

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 Progress check Units 3 and 4
TEACHER’S NOTES

Test-taking tip Communication

• Read the Test-taking tip aloud. Ask students Why F.
is it good to work slowly and carefully? (so you don’t
A: What are you doing?
make careless mistakes) Tell students to work A: Would you like to go to a volleyball game?
slowly and carefully on each section of the test. B: Yes, I’d love to.

Answer key Now I can . . .

• Have students check the functions they can now
Grammar perform.
A.
1. The restaurant is next to the post office. ✎ Have students complete the Unit 4 test, page 83.
2. The movie theater is between the drugstore and
the bookstore.
3. The bank is across from the drugstore.
Activities
Fun with songs 2, page 63
4. The drugstore is on the corner of Paul Street and
Focus on culture 2, pages 66–67
First Avenue.
B.
1. There aren’t any
2. There is a
3. There aren’t any
4. There is a
5. There isn’t a
C.
1. is shining
2. ’m/am sitting
3. ’m/am reading
4. are walking
5. are playing
6. are jogging
D.
1. Where are you sitting?
2. What are you reading?
3. What are the kids playing?
4. Who is jogging?
5. Where is the old man sleeping?

Vocabulary
E.
1. b
2. f
3. a
4. d
5. c
6. e

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 Units 3 and 4
Test-taking tip: Work carefully.
Work slowly enough and carefully so you don’t make careless errors.

Grammar D. Ask information questions about the

underlined words. (3 points each)
A. Look at the street map and answer the 1. I am sitting on a bench in the park.
questions. Use the cues. (2 points each)
(Where) Where are you sitting?
2. I am reading a book.
(What)
3. The kids are playing soccer.
(What)
4. A woman is jogging.
(Who)
5. The old man is sleeping on the grass.
1. Where’s the restaurant? (next to) (Where)
The restaurant is next to the post office.
2. Where’s the movie theater? (between . . . and) Vocabulary
E. Match the places with the objects.
3. Where’s the bank? (across from) (1 point each)
1. drugstore a. books and magazines
2. museum b. medicine
4. Where’s the drugstore? (on the corner of)
3. bookstore c. Spider-Man, popcorn
4. post office d. letters, stamps
B. Look at the map again. Complete the 5. movie theater e. fruits and vegetables
sentences with There is a/There isn’t a or 6. supermarket f. paintings, exhibits
There are/There aren’t any. (2 points each)
1. There aren’t any cars on the streets. Communication
2. restaurant on the corner
F. Complete the conversation. (3 points each)
of Paul Street and Second Avenue.
A:
3. houses in the area.
B: Nothing much. I’m watching TV. Why?
4. bookstore on Paul Street.
A:
5. bank on Second Avenue.
B: A volleyball game?
C. Complete the paragraph with the present Where is it?
continuous. (2 points each) A: At the park, next to the police station.
It’s a nice day. The sun (1. shine) is shining ,
and I (2. sit) on a bench in the Now I can . . .
park. I (3. read) a book. Some
❏ make suggestions.
❏ talk about leisure activities.
people (4. walk) their dogs. Kids ❏ explain what’s happening now.
(5. play) soccer. A man and a
woman (6. jog) . Progress check 41

034-041_SB1B_U04_14106.indd 41 1/17/07 7:34:49 PM

 Learning goals
1 Dialogue Communication
48 Cover the dialogue and listen. Talk about past events
Express approval and disapproval
Liza: Andy, where’s Brian?
Andy: I don’t know. Grammar
Robbie: He’s in the house. He’s on the phone. The simple past of regular verbs
Liza: With Joey? Did he call her again today? Vocabulary
Robbie: No. Joey’s not home. Past time expressions
Liza: Good. Listen, let’s have a surprise Emoticons and acronyms
party for Brian.
Andy: That’s a great idea, Liza!
Robbie: Yeah! And we can invite Joey
because Brian likes her.
Liza: What? Did he say that?
Robbie: No, he didn’t. But they talked on the
phone all day yesterday. And they
shopped together, too.
Andy: Don’t gossip, Robbie. That’s not
very nice. When do you want
to have the party, Liza?
Liza: The twenty-sixth.
Andy: OK. Hey, let’s have a costume
party!
Liza: Excellent idea, Andy.

2 Comprehension
A. Answer the questions.
1. Who’s looking for Brian?
2. Where’s Brian?
3. What does Liza suggest for Brian?
4. When does she want to have the
party?
5. What kind of party does Andy
suggest?
B. 49 Read along as you listen again. Check
your answers.

42 Unit 5

042-051_SB1B_U05_14106.indd 42 1/17/07 7:51:06 PM


Learning goals The following are additional learning goals in this unit:
Learning strategy Skills
• Take notes in class • Interpret emoticons and acronyms
• Listen for specific information
Pronunciation • Talk about jealousy
• The pronunciation of -d and -ed
• Ask and answer Yes/No questions
endings
Background notes
A surprise party is usually planned by one’s friends or
family. The person for whom the party is planned does not
know about it, while others secretly invite guests and plan
the party date, time, place, food, and activities. Birthday,
wedding anniversary, or welcome-home parties can also be
surprise parties.
Warm-up (5 min.)
• Help the class brainstorm a list of different kinds
of parties; for example, birthday party, dinner party,
surprise party, costume party, going-away party.
• Have students form small groups and talk about
the parties they really enjoy and why.
• Ask group representatives to share what they
discussed with the class.
• Tell students that Andy and Liza plan a party in
today’s lesson. Have students open their books.
Introduce the unit title.
Using the large photo (5 min. or less)
• Have students look at the picture. Ask questions
to help students make predictions about the
dialogue: Who do you see in the picture? (Liza,
Andy, and Robbie) Where are they? (in front of their
house; next to the garage) What are they doing?
(playing basketball) The kids are talking about having
a surprise party. Who do you think it’s for? (Brian)
1 Dialogue and 2 Comprehension (15 min.)
• Have students cover the dialogue.
A.
• Have students look at the Comprehension
questions. Ask volunteers to read them aloud.
Explain or elicit the meaning of suggest. Point out
that students should write short answers to the
questions.
• 48 Play the audio two or more times as students
work independently to answer the questions.
T42
Postcards_splitB_TE1_U05.indd T42
TEACHER’S NOTES
• Talk about past events
• Write a summary using the simple past
• Write information questions
B.
• 49 Have students uncover the dialogue. Play the
audio again for students to review their answers.
Check orally.
Answer key
1. Liza
2. in the house
3. a surprise party
4. the twenty-sixth
5. a costume party
• To extend work with the dialogue, select key
vocabulary, structures, and communicative
phrases to discuss more fully, such as the past
tense (Did he call her again today? Did he say that?
No, he didn’t. But they talked on the phone all day
yesterday. And they shopped together, too.), Elicit or
teach the meanings of Listen, gossip, and Excellent
idea.
• Have the class repeat the dialogue, then have
students practice in groups of three, changing
roles after each reading. Finally, select a group to
perform for the class. For further extension ideas,
see the Dialogues and Comprehension notes in the
Introduction, page x.
Focus on values
• Ask students’ opinion about gossiping. Say
Andy said, Don’t gossip, Robbie. That’s not very
nice. What did Robbie gossip about? Do you think it’s
true that Brian likes Joey? Why do you think Andy
says it’s not very nice to gossip? What do you think
about gossiping?
• Elicit the fact that while most people gossip, it
can lead to misunderstandings because it can
spread wrong information. If gossip about a
person is untrue, it can hurt the person’s feelings,
especially if the gossip is about something bad
or unpleasant. Misunderstandings and hurt
feelings because of gossip can sometimes destroy
friendships.
2/27/07 10:21:11 AM
 TEACHER’S NOTES
3 Useful expressions (10 min.) 4 Vocabulary (10 min.)
A. A.
• Elicit the meaning of each expression or the • Have students look at the vocabulary. Explain the
situation in which it is used. difference between last week and a week ago. Last
• Point out that these expressions show two week means any day of the week before. A week ago
different emotions—approval (the speaker likes means a week or seven days before today. You can
what the other person said or did) or disapproval use a calendar or draw a calendar on the board to
(the speaker does not like what the other person explain the difference. Then have students explain
said or did). the difference between last month and a month ago.
(Last month means any day of the month before and a
• Read the instructions aloud and elicit the answer month ago means about 30 days before today.)
to the first item. Ask students to (a) listen carefully
to how the expression is said, (b) repeat the • 51 Play the audio and have students listen
expression with the proper emotion (approval or and repeat.
disapproval), and (c) mark it. B.
• 50 Play the audio, pausing after each line for • Have students look at the calendar. Say This is a
students to repeat and write their answers. Check calendar. It shows the number of days and weeks in one
answers orally. If helpful, play the audio again month. There are two different months on this calendar.
and encourage students to mimic the expressive What are they? (December and January)
intonation and tone. • Read the instructions aloud. Ask For this exercise,
what day do we pretend that today is? (Thursday,
Answer key January 17) Elicit the answers for the first two
That’s a great idea. items.
Don’t gossip. • Have students work in pairs to write the dates,
That’s not very nice. days, or months next to the expressions. Check
Excellent idea. answers by calling on students to read their
answers aloud.
B.
• PAIRS. Read the instructions aloud and elicit Answer key
or explain the meaning of What a beautiful day! 1. January 16th
Then have students form pairs to complete the 2. January 16th
conversation with phrases from Exercise A. 3. January 6th–January 12th
Check by having a volunteer pair take turns 4. December
5. January 9th
reading the lines.
6. January 14th
7. January 10th
Answer key 8. December 17th
B: That’s a great idea.
B: Don’t gossip. That’s not very nice.
Have students complete Workbook Exercises 1–2.
• Encourage students to use expressive intonation
while performing the role-play. Have students
role-play the conversation twice, switching roles
the second time. Then have them role-play again—
tell them to look down at the words but then look
up and make eye contact with their partner when
speaking. You may want to have students practice
once more with their books closed. Finally, check
by calling on one or more pairs to perform their
role-plays for the class.

T43

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 3 Useful expressions
A. 50 Listen and repeat. Draw a smiley (☺) next to the
expressions of approval and a frownie (☹) next to those
that express disapproval.
• That’s a great idea. ☺ • That’s not very nice.
• Don’t gossip. • Excellent idea.
B. PAIRS. Complete the conversation with expressions from
Exercise A. Then role-play the conversation.
A: What a beautiful day! Let’s sit outside.
B: That’s a great idea.
A: Look. There’s Zack and Dana. I think Zack likes Dana,
but Dana doesn’t like him.
B: . .
A: Sorry.

4 Vocabulary
Past time expressions
A. 51 Listen and repeat.
• yesterday • last year • a week ago
• last night • last Monday • a month ago
• last week • a few minutes ago • a year ago
• last month • three days ago
B. Look at the calendars. Write the dates, days, or months next
to the expressions.
1. yesterday January 16th 5. last Wednesday
2. last night 6. three days ago
3. last week 7. a week ago
4. last month 8. a month ago

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 Practicing grammar
GRAMMAR FOCUS
The simple past
5 Practice
of regular verbs Have a competition! Go to page 69.
Affirmative statements Negative statements
I talked to him yesterday. I didn’t talk to him.
She smiled at him. He didn’t smile back. 6 Practice
He stopped by a He didn’t stop for Complete the sentences with the simple past.
few minutes ago. long.
We cried because They didn’t cry at all. 1. Liza (ask) asked about Brian a while ago.
they moved away. 2. Andy and Robbie (play) basketball
Contractions in the yard this morning.
didn’t = did not
3. Brian (stop by) five minutes ago.
4. He (try) to call Joey an hour ago.
Discovering grammar
5. Liza (worry) that Brian called Joey
Look at the grammar chart. Complete the again.
grammar rules with expressions from the
box. 6. Brian and Joey (enjoy) shopping
together yesterday.
-d simple past ago stop
-ed yesterday last base 7. Liza (suggest) a party for Brian.

1. Use the to talk about

actions that are finished.
7 Practice
2. , , and A. Write a summary of the conversation on
page 42. Use the simple past of the verbs
are past time expressions. in the box.
3. The base form of stopped is .
agree plan stop
4. To form the simple past of regular verbs in ask play suggest
affirmative statements, add
or to the This morning, Andy and Robbie played basketball
base form of a verb.
in the yard. Brian stopped by for a few minutes.
5. To form the simple past of verbs in
Liza
negative statements, use did + not + the
form of a main verb.
She

Andy

They

B. PAIRS. Read your classmate’s summary.

Circle any incorrect information or incorrect
use of the simple past. Correct the errors in
your stories together.

44 Unit 5

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Grammar Focus
and Discovering grammar (15 min.)
The simple past of regular verbs
☞ See Grammar reference, page 102.
• Have students scan the affirmative statements
in the grammar chart for past time expressions.
(yesterday, a few minutes ago) Say These past time
expressions tell us that the action is done or is finished.
It happened in the past, not the present. We can also tell
that something happened in the past by how the verb
looks.
• Write the heading Base Form on the board and next
to it Simple Past Form. Write talk under Base Form.
This is the base form of the verb. The base form of a verb
is the simplest form of that verb. Have a volunteer
read the first affirmative statement in the grammar
chart. Then ask What do we add to the base form of the
verb talk to change it into its past form? (-ed) Write
talked next to talk. Next, write smile, then ask What
do we add to the base form of the verb smile to change
it into its past form? (-d) Continue with stop (double
the p, add -ed) and cry. (change the y to i; add -ed)
• Read aloud the verbs in their past form. Ask What
do you notice about the ending sounds of the past tense
form of the verbs? (It is either /t / or /d /.)
• Have students read through the negative
statements. Say The negative statements all have
the same word. What is it? (didn’t) Elicit the
uncontracted form of didn’t. (did not)
• Read the affirmative and the negative statements
aloud, pausing after each sentence for students
to repeat.
• Have students work individually to complete the
grammar rules in Discovering grammar. Check
answers orally.
Answer key
1. simple past 2. Ago, yesterday, and last
3. stop 4. -d or -ed 5. base
• Use the board to elicit other key points about
the grammar chart, such as the spelling rules for
adding the regular past tense ending.
T44
Postcards_splitB_TE1_U05.indd T44
TEACHER’S NOTES
Practicing grammar
5 Practice (5 min.)
• Turn to page 69 and let students have
a competition.
6 Practice (5 min.)
• Call on a student to read the instructions and the
answer to the first item. Remind students to pay
attention to the spelling of the past tense endings.
Then have students work individually to complete
the exercise.
• To check, call on students to say and spell the
answers orally. Alternately, have six students come
to the front and write the answers to items 2–7 on
the board.
Answer key
1. asked 2. played 3. stopped by 4. tried
5. worried 6. enjoyed 7. suggested
Have students complete Workbook Exercises 4–6
and Grammar Builder Exercises 1–3.
7 Practice (15 min.)
A.
• Read the instructions aloud, then go over the
verbs in the box; make sure students understand
summary, agree, and plan. Read the first set of
sentences aloud. Then have students look back at
the dialogue. Elicit the next two items and write
them on the board. Then have students work in
pairs or small groups to complete the exercise.
B.
• PAIRS. Have students form pairs with a student
from a different pair or group. Have them
exchange their finished summaries and correct
each other’s work.
• To check, call on one or two volunteers to read
their summaries to the class. Write their sentences
on the board.
2/27/07 10:21:15 AM
 TEACHER’S NOTES
(10 min.)
• GROUPS. Read the instructions aloud. Elicit
or explain the meaning of jealous. Then read the
Useful language aloud and have students say
it after you. Make sure students understand
situations, natural, of course, and Can you give
an example?
• With two or three students, take the lead in
modeling a conversation about jealousy. Show
students how to use the Useful language.
• Have students form small groups to discuss the
topic. Walk around to monitor as students work,
helping only when asked.
• Elicit examples of situations when people get
jealous from several groups. Then elicit students’
opinions about jealousy and the best way to deal
with it.
8 Pronunciation (15 min.)
A.
• Elicit from students the ending sounds of regular
simple past verbs. (/t /, /d /, /əd /) Point out the
symbol for each sound. As a class, have students
read through the list of verbs and sound them out
by themselves.
• 52 Play the audio. Have students listen and
repeat the words.
• Review the meaning of a voiceless sound (the
vocal cords do not move or vibrate) and a voiced
sound (the vocal cords vibrate). Point out that
all vowel sounds are voiced sounds. Review
and elicit examples of voiceless (/f /, / k /, / p /,
/ s /, / t /) and voiced (/ b /, / d /, /g /, / v/, / z /)
consonant sounds.
• Have the class read the past verbs ending in / t /
again. Elicit the base forms of the verbs. (stop,
ask, talk) Ask What are the ending sounds of these
base verbs? (/ p /, / k /) Are they voiced or voiceless?
(voiceless) Elicit or give the pronunciation rule: If
the base form of a verb ends in a voiceless sound,
except / t /, the simple past form of the verb ends with
a / t / sound.
• Follow the same procedures with the past tense
verbs ending in /d/. Elicit or give the rule: If the
base form of a verb ends in a voiced sound, except /d/,
the simple past tense form of the verb ends with a
/d/ sound.
• Repeat with the past tense verbs ending in /ə/.
Point out the three ending sounds in the base form
of the sample verbs—/t/, /d/, and the /i/ sound
of y. Elicit or give the rule: If the base form of a verb
ends in /d/, /t/, or /i/, the simple past tense of the
verb ends with an /əd/ sound.
T45
Postcards_splitB_TE1_U05.indd T45
B.
• 53 Read the instructions aloud. Play the audio
as students listen and circle the verb that ends
with the /t/ sound.
• Check by having volunteers say the verbs
with the /t/ endings first before reading the
complete sentence.
Answer key
1. stopped 2. talked 3. laughed 4. watched
Learn to learn (5–10 min.)
• Read the strategy line and tips. If helpful, discuss
these ideas in the L1.
9 Listening (10 min.)
• Use the pictures in the text and/or L1 equivalents
to preteach the food items mentioned in the
listening exercise. (cake, ice cream, spaghetti,
hamburgers, lemonade, candy, peanuts)
• 54 Tell students that they will first listen and
make notes in the blanks in the Learn to learn
section. Play the audio two or three times. Have
students listen and take notes about the important
parts of Caroline’s message.
• Tell students to answer the questions in the
exercise using their notes. Point out that there may
be more than one answer for each question.
• 54 Play the audio again and have students check
their answers. Then check answers orally. Ask
students if taking notes helped them understand
the listening audio better.
Answer key
1. ice cream, cake 2. two
3. Caroline’s mom 4. spaghetti, hamburgers
5. lemonade, candy, peanuts 6. at four o’clock
Audioscript
Listen to the conversation.
Caroline: Hi, Andy. It’s Caroline. Just want to let you
know that I ordered a cake and two kinds of ice
cream, chocolate and vanilla. Mom cooked some
spaghetti and hamburgers. And remember, I
asked you to pick up some lemonade, candy, and
peanuts from the supermarket before four. Did
you? Let me know. Mom and I are driving the
food to your house at four. Be sure you’re home.
Call me.
2/27/07 10:21:15 AM
 Learn to learn
GROUPS. Liza is not happy
Take notes in class.
because Brian seems to like Joey.
Liza feels jealous of Joey. Talk Taking notes in class helps you understand
about situations when people get your lessons.
jealous. Here are some note-taking tips:
Useful language: 1. Don’t try to write down every word
• What situations can make people jealous? you hear.
• Can you give an example? 2. Listen for answers to who, where,
• Do you think it’s natural to feel jealous when, and what questions.
sometimes? For example:
• Do you get jealous?
• Sometimes. 1. Who: Andy , ,
• Of course. 2. What: cake , , ,
• I’m sometimes a little jealous of my brother/ , ,
sister. 3. When/What time: before 4 ,
• Do you talk to your parents about it?
• Why not?
9 Listening
54
Listen to Caroline’s message for Andy.
8 Pronunciation Circle the correct answers.

The pronunciation of -d and -ed endings 1. What did Caroline order for the party?
ice cream cake
A. 52 Listen and repeat. cookies sandwiches
/t/ /d/ / d/ 2. How many kinds of ice cream did she order?
stopped enjoyed suggested one two three four
asked played wanted 3. Who cooked for the party?
talked tried decided Caroline Caroline’s mom
Liza Liza’s mom
B. 53 Listen. Circle the verbs that end with 4. What did she cook for the party?
the /t/ sound.
hot dogs hamburgers spaghetti cake
1. I stopped and listened to the music. 5. What did Caroline ask Andy to pick up from
2. They talked while they played. the supermarket?
3. She laughed when he tried to kiss her. lemonade candy
4. We stayed home and watched a video. peanuts ice cream
6. When is Caroline going to Andy’s house?
at two o’clock at three o’clock
at four o’clock at five o’clock

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 GRAMMAR FOCUS 11 Practice
A. PAIRS. Complete the questionnaire for
The simple past yourself. Put a check (✔) next to the
of regular verbs ones you did and an X next to the ones
Yes/No questions Short answers you didn’t do. Then ask a classmate the
Did you talk to Brian Yes, I did. / No, I questions.
yesterday? didn’t.
Did he stop by a few Yes, he did. / No, he
minutes ago? didn’t.
Did you cry last night? Yes, we did. / No, we
didn’t.
HOW HELPFUL ARE YOU?
Discovering grammar Yesterday, did you . . . Me You
• help clean the house?
Look at the grammar chart. Circle the • wash the dishes after eating?
correct answers. • clean your room?
1. Yes/No questions begin with (did / do). • organize your things in
your room?
2. (Add / Do not add) -d or -ed to the main
verbs in simple past questions.
HOW STUDIOUS ARE YOU?
Last night, did you . . . Me You
• finish your homework?
Practicing grammar • study for your tests?
• prepare your things for the
10 Practice next day?

A. Write Yes/No questions. Use the simple

past and the cues.
1. finish your homework last night
2. watch a movie last Saturday
3. call your parents this morning
HOW SOCIABLE ARE YOU?
Last weekend, did you . . . Me You
• watch a movie with friends?
• invite friends over to your
house?
• call your friends?
• stop by a friend’s house?

4. like the last Harry Potter movie

HOW HEALTHY ARE YOU?
Last weekend, did you . . . Me You
5. clean your room last weekend • exercise?
• walk a lot?
6. text your friends yesterday • play any sport?
• avoid sweets and junk food?

B. PAIRS. Take turns. Ask and answer the

questions in Exercise A. B. GROUPS. Join another pair. Compare your
For example: answers. Who is . . .
A: Did you finish your homework last night? a. helpful?
B: Yes, I did. How about you? b. studious?
A: No, I didn’t.
c. sociable?
d. healthy?
46 Unit 5

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Grammar Focus
and Discovering grammar (5 min.)
The simple past of regular verbs
☞ See Grammar reference, page 102.
• Tell students they will be learning how to ask
and answer Yes/No questions using the simple
past of regular verbs. Point out the questions and
answers in the grammar chart. Say Let’s practice
reading them. First, I’ll read aloud a Yes/No question.
Then the whole class will read the short answers. Go
through the three questions in the grammar chart,
then switch roles with the class. The class reads
the questions and you read the answers.
• Have students work individually to complete the
Discovering grammar section. Check orally.
Answer key
1. did
2. Do not add
• Use the board to elicit other key points about the
grammar chart, such as the use of Did, instead of
the main verb, as a past tense marker in questions.
Practicing grammar
10 Practice (10 min.)
A.
• Read the instructions aloud. Elicit the answer to
the first item. Explain or elicit the meaning
of finish.
• Have students work individually. Check
answers orally.
Answer key
1. Did you finish your homework last night?
2. Did you watch a movie last Saturday?
3. Did you call your parents this morning?
4. Did you like the last Harry Potter movie?
5. Did you clean your room last weekend?
6. Did you text your friends yesterday?
B.
• PAIRS. Read the instructions and example aloud.
Call on a pair to model the first two items.
• Assign pairs and have students practice. Tell them
to switch roles and start again when they have
finished. Walk around to monitor and help.
• Check by calling on pairs to perform the
exchanges for the class.
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Postcards_splitB_TE1_U05.indd T46
TEACHER’S NOTES
11 Practice (15 min.)
A.
• PAIRS. Read the instructions and call on students
to read each question and the possible responses.
Preteach vocabulary from the questionnaire:
organize, studious, prepare, sociable, healthy, exercise,
avoid, sweets, and junk food.
• Have students work individually to complete
the questionnaire. Then have them work with
a partner to practice asking and answering the
Yes/No questions. Point out that students should
respond to the questions with Yes, I did or No,
I didn’t. Have a pair of students model a few
questions and answers for the class. Walk around
to monitor as students practice.
B.
• GROUPS. Have pairs form a group of four to
compare their answers. Ask them to write down
who among them were the most helpful, studious,
sociable, and healthy, based on the number of
checks to the questions.
• Ask volunteers to share with the class what they
discovered in their groups.
Have students complete Workbook Exercises 7–8
and Grammar Builder Exercises 4–5.
Cross-curricular activity: history
• Assign groups, preferably of four students each.
Give each group the name of a famous person in
their country’s history that all students know well.
• Tell groups that they need to write four past
tense Yes/No questions about the historical
figure. Tell them they must use regular verbs in
their questions (not be). Tell students that two
questions should have negative answers, and
two should have affirmative answers. Model
by writing questions about a historical figure on
the board.
• Let groups use dictionaries to look up
vocabulary for their questions. As students
work, walk around to monitor and help.
• Have groups take turns standing and asking
their questions to the class. Each student in the
group should ask one question. He or she then
calls on the first person to raise his or her hand.
If that person gives the correct answer, his or
her group gets a point. If not, the group gets a
negative point (–1). Keep track of points on the
board. The group with the most points wins.
2/27/07 10:21:18 AM
 TEACHER’S NOTES
Grammar Focus
and Discovering grammar (5–10 min.)
The simple past of regular verbs
☞ See Grammar reference, page 102.
• Tell students they will be learning how to ask and
answer information questions using the simple past
of regular verbs. Elicit the difference between short
and long answers. (Short answers are only words
or phrases; long answers are complete sentences.)
• Have students look at the grammar chart. Divide
the class into three groups. Tell the first group to
read the question aloud, the second group to read
the short answers aloud, and the third group to
read the long answers.
• Have students work individually to complete
Discovering grammar. Check answers orally.
Answer key
1. do not add -ed 2. don’t use
• Use the board to elicit other key points about the
grammar chart, such as how Who questions differ
in structure from other information questions.
Practicing grammar
12 Practice (less than 10 min.)
A.
• Read the instructions and elicit the answer to
the first item. As students work, walk around to
monitor.
• Check by asking volunteers to read their
questions aloud.
Answer key
1. When did you last exercise?
2. What time did you finish studying last night?
3. What movie did you watch last Saturday?
4. Where did you study yesterday?
5. When did you last clean your room?
6. Why did you call me last night?
B.
• PAIRS. Read the instructions and model if
helpful. Tell students that they should answer in
complete sentences. Point out that they may have
to make up some “false” answers—for example, if
they did not watch a movie last Saturday, they will
need to pretend that they did and say the name
of a movie. Tell students that when they have
finished number 3, they should switch roles and
practice again.
T47
Postcards_splitB_TE1_U05.indd T47
C.
• PAIRS. Have students ask and answer items 4–6.
• To check, ask all six information questions and call
on different students to answer.
13 Practice (less than 10 min.)
• Read the instructions aloud. Point out that
students will use the underlined words and Wh-
word cues to make information questions.
• Do the first item as an example. Point out that
1) the underlined word Andy is the short answer
to the question and 2) the Wh- question word
Who is the first word in the information question.
Elicit the answer to the second item to make sure
students understand how to do the exercise.
• Have students check their answers with a partner
before you check orally.
Answer key
1. Who picked up some snacks?
2. Who did Andy invite to the party?
3. When did Brian arrive in Miami?
4. Why did Liza suggest a party for Brian?
5. Who e-mailed his parents a few days ago?
6. What time did Annie call Liza this morning?
• To extend this exercise, have students form pairs
to take turns asking and answering the questions.
Then have one student in the pair close his or her
book. The other student asks the questions, and
the student must answer from memory. Then have
them change roles.
Have students complete Workbook Exercises 9–11
and Grammar Builder Exercises 6–8.
14 Communication (15 min.)
A.
• 55 Tell students to listen to a conversation
between two people about a television show. Play
the audio and have students repeat. Then ask
them to role-play the conversation several times,
changing roles.
B.
• PAIRS. Read the instructions and model
conversations with two or more students. Assign
pairs and tell students to practice several times.
As students speak, walk around to help with
vocabulary and grammar. If time permits, have
students change partners and practice again.
Check by calling on several pairs to perform for
the class.
Have students complete Workbook Exercises 12–14.
2/27/07 10:21:19 AM
 GRAMMAR FOCUS
The simple past of regular verbs
Information questions Short answers Long answers
Who did your sister call this morning? Me. My sister called me this morning.
When did you talk to Brian? Yesterday. I talked to him yesterday.
What time did he stop by? A few minutes ago. He stopped by a few minutes ago.
Why did you cry? Because my mom yelled at me. I cried because my mom yelled
at me.
With Who as subject
Who called you this morning? My sister. My sister called me this morning.

Discovering grammar 13 Practice

Look at the grammar chart. Circle the Write information questions for the underlined
correct answers. words in each sentence.
1. When you use did with a main verb, 1. Andy picked up some snacks.
(add -ed / do not add -ed) to the main
(Who) Who picked up some snacks ?
verb.
2. When the subject is Who, (use / don’t use) 2. Andy invited Joey to the party.
did with the main verb. (Who)
3. Brian arrived in Miami two months ago.
(When)
Practicing grammar 4. Liza suggested a party for Brian because he’s
leaving.
12 Practice (Why)
A. Write information questions using the cues. 5. Brian e-mailed his parents a few days ago.
1. When / last exercise (Who)
When did you last exercise?
6. Annie called Liza at 10:00 this morning.
2. What time finish studying / last night (What time)

3. What movie / watch / last Saturday 14 Communication

Talk about past events
4. Where / study / yesterday
A. 55 Listen to the conversation.
A: Did you watch American Idol last night?
5. When / last clean / your room
B: No, I didn’t. Did you?
A: Yeah. I didn’t like it at all.
6. Why / call / me / last night B: I’m glad I didn’t watch it.
B. Talk about what you did last weekend.
B. PAIRS. Student A, ask your classmate
questions 1–3 in Exercise A. Student B,
answer them.

C. PAIRS. Student B, it’s your turn. Ask

questions 4–6. Student A, answer them.
Unit 5 47

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 15 Reading 17 Vocabulary
Read the instant messages between Liza and Emoticons and acronyms
Annie. What do the acronyms B4N and TTYL
mean? A. Match the emoticons with the emotions
and actions they express.
Emoticons Emotions
1. ;-) a. I’m sad.
2. :-( b. I’m angry.
Liza: Hey, Annie! I waited for you all
3. :-) c. That’s funny.
day yesterday. What happened?
4. :-o d. I’m joking.
Annie: Oh, sorry. Sam called, and we 5. >:-< e. I’m happy.
talked for hours. I didn’t realize 6. :-D f. I’m crying.
the time. 7. :’( g. I’m surprised.
Liza: Sam’s your boyfriend now?
B. Match the acronyms with the expressions.
Annie: That’s so random, Liza. No, he’s
1. ASAP a. See you later.
not my boyfriend!
2. B4N b. Parents are watching.
Liza: Speaking of random . . . Did you 3. BRB c. Talk to you later.
hear about Brian and Joey? 4. CUL8R d. Got to go.
Annie: That they shopped together 5. G2G e. As soon as possible.
yesterday? 6. PAW f. Bye for now.
Liza: How did you know? 7. TTYL g. Be right back.

Annie: I bumped into them at the mall.

Liza: They talked all day yesterday, 18 Your turn
too. GROUPS. Put together a list of emoticons that
Annie: Relax, Liza. They’re just friends. teenagers like to use. Include what each one
means. Share your list with the class.
Liza: I hope so. B4N.
Annie: OK. TTYL.

16 Comprehension
PAIRS. Draw a smiley (☺) or a frownie (☹) to
show how each character felt when she wrote
each of these sentences.
1. Liza: I waited for you all day yesterday.
☹
2. Annie: Oh, sorry.
3. Annie: Sam called.
4. Liza: They talked all day yesterday, too.

48 Unit 5

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 TEACHER’S NOTES
15 Reading (5 min.) 17 Vocabulary (5 min.)
• Have students scan the IM conversation. Ask Who A.
is having the conversation? (Liza and Annie) Who are • Read the instructions, then go over the emotions
they talking about? (Brian and Joey) vocabulary. As the class reads each word, quickly
• Read the instructions and elicit or explain the act out or show the emotion or action on your face.
meaning of acronym (the combination of the • Have students match the emoticons with the
first letters of words). Elicit or give examples of emotions. Check answers orally by asking
acronyms in the students’ L1 as well as English questions such as What’s the emotion for
acronyms they have already learned; for example, emoticon 2?
CD for compact disc and IM for instant message.
• Call on two students to read the roles aloud. Answer key
Explain the expressions for hours (for a long 1. d
time), That’s so random (That doesn’t make sense), 2. a
Speaking of . . . (used when someone wants to 3. e
change the subject because he or she has just been 4. g
reminded of something), bump into (meet someone 5. b
by accident), and relax. 6. c
7. f
• Elicit the meanings of the acronyms.
B.
Answer key
• Read the instructions and elicit the meaning of
B4N = Bye for now. acronym. Explain the meaning of Got to go, As soon
TTYL = Talk to you later.
as possible, and Be right back. Elicit the answers to
the first two items.
16 Comprehension (5 min. or less) • Have students work independently to match the
• PAIRS. Draw the emoticons and on the acronyms with the expressions. Check answers
board. Elicit what feelings each can stand for: orally, explaining as necessary.
good feelings like happy, pleased, and excited for the
smiley face, and bad feelings like sad and sorry for Answer key
the frownie face. Explain or elicit the meaning of 1. e
emoticon. (a typed icon or symbol that stands for a 2. f
particular feeling) 3. g
4. a
• Have students work in pairs to draw an emoticon 5. d
for each sentence. Check by having volunteers say 6. b
which emoticon they chose and why. 7. c

Answer key Have students complete Workbook Exercise 3.

1.
2. 18 Your turn (10 min.)
3. • GROUPS. In groups of four, have students put
4. together a list of emoticons and acronyms they
usually use to communicate with each other. Have
them include their meanings in the list.
• Ask each group to present their list to the class.
Make a class list of the most common emoticons
and acronyms on the board.

T48

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 Putting it together
TEACHER’S NOTES
At the costume party (15 min.)
Background notes
At a costume party, people dress up in costumes. In the
United States, costume parties are generally held on
Halloween, the night of October 31st.
A.
• Ask students to look at the first two pictures and
guess what is happening. Ask Does Liza look happy?
(No, she doesn’t.) What do you think Liza and Joey
are talking about? (They’re talking about Brian.)
Who is the person standing behind Joey? (It’s Brian.)
• Next, have them look at the last picture and guess
what is happening. Ask Does Liza look happy now?
(No, she doesn’t. She looks embarrassed/upset.)
• Read the instructions. In pairs, have students
discuss what costume each character is wearing.
Answer key
Liza is dressed as Juliet. Robbie is Superman.
Brian is Zorro. Andy is a doctor. Joey is Robin Hood.
• 56 Play the audio as students read along.
Then check that students understand words and
phrases such as what’s wrong, See what I mean?, and
announced.
B.
• CLASS. Have students look at the last frame. Ask
students’ opinions about why Liza looks the way
she does and why she says Oh, no!
Answer key
Answers will vary.
• To extend work with the photostory, you may
want to have students practice the dialogue. Work
on students’ pronunciation as you play the audio
or read the dialogue aloud. Then assign groups of
four and have students practice, changing roles
each time. Then call on one or more groups to
perform for the class. For further extension ideas,
see the Dialogues and Comprehension notes in the
Introduction, page x.
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Postcards_splitB_TE1_U05.indd T49
Focus on multiple intelligences: this activity
focuses on visual and linguistic intelligences.
• Prepare art materials.
• Write the names of a few famous fictional
characters on the board—they can be characters
from a short story, novel, fairytale, cartoon,
movie, or TV show. Elicit the names of other
fictional characters from the class and write
them on the board.
• Tell students that they are going to make a
comic strip with at least five frames to tell about
something that happened to their character. In
every frame, their character must have an empty
speech bubble. Point out the speech bubbles in
the photostory.
• Tell students that instead of writing their
character’s words in the speech bubbles, they
must write them on another piece of paper.
• Draw a frame or two of a comic strip on the
board as a model.
• Have students work individually to make their
comic strips and scripts. After students have
finished, have them exchange strips with a
partner. Students then look at their partner’s
comic strip, guess the story, and write in the
speech bubbles what they think the characters
are saying. Finally, partners share their work
and compare the dialogues they have written for
their comic strip characters.
✎ Have students complete the Unit 5 test, page 84.
2/27/07 10:21:20 AM
 At the costume party
A. 56 First, look at the pictures and identify some of the costumes. Then listen and read.

What a great party, Liza! You know what’s

Did you plan all this? wrong, Joey.
Hey, what’s wrong? Brian likes you.
And you like
him, too.

What are you talking

about? Brian and I
are just good friends.
1 2
Why did he call you
yesterday? He called you
today, too. You know what?
He calls you every day!

See what I mean? He likes talking to you.

Robbie said you shopped together, too.
Yeah, but we just talk.

You’re wrong about

Brian and me.

3
Oh, no!

Zorro! Juliet! Robin

Hood! They just
announced the winner
for best costume. I
think it’s me! Come on.
OK, Superman.
We’re coming.

5
4

B. CLASS. Discuss this question: Why does Liza say, “Oh, no!”

Unit 5 49

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 Add up the questions
You need:
• a die, or write the numbers 1–6 on pieces of
paper and fold them up
• a game piece for yourself (an eraser, etc.)
Steps:
1. Work in pairs or small groups.
2. Put your markers on square a. Player A
reads the sentence aloud. (Sherri studied
Spanish on the stairs last Saturday.) Player A
then rolls the die or picks a folded piece of
paper. If the player gets a number from 1–5,
he or she asks a question using the question
word in that box. (For example, Player A
gets a 1: Who studied Spanish on the stairs
last Saturday?)
Useful language
• OK, you can move forward one.
• No, that’s not right.
• The question should be . . .
3. If Player A asks the question correctly, he
or she moves to the next square. Then
it’s Player B’s turn to read the sentence in
square a and roll the die.
4. If a player rolls a 6, or doesn’t ask the
question correctly, he or she cannot move
to the next square.
5. The first player to complete square f wins.

Ask Who Ask What Ask Where Ask When Ask Did Lose a turn

a b c
Paco played the piano at a
Sherri studied party a few days ago.
Spanish on
the stairs last
Saturday.

Jerry tried sushi at a Japanese

restaurant last June.

d e f food in her
Mark watched Kim cooked Korean
Cathy washed her a eks ago.
magic show at cooking class two we
brother’s car on the
mall on Monda
the corner last y.
Sunday.

50 Game 2

042-051_SB1B_U05_14106.indd 50 1/17/07 7:51:48 PM

 Game 2 Add up the questions
• Read the You need section.
• Have students form pairs or groups of three or
four. Distribute one die or one set of numbered
pieces of paper to each pair or group. You can also
have a student in each pair or group tear a sheet of
paper into six pieces, write the numbers 1 through
6 on them, and fold them. To decide the order
in which players take their turns, have students
roll the die or pick a number. The player with the
highest number goes first. The player with the
second highest number goes second, and so on.
Give time for students to choose their game pieces.
• Read or have a student read aloud the five
numbered steps, holding your book for the class
to see and pointing out the elements of the game
as you go along. Point out the boxed die keys and
elicit all questions for square a:
Who studied Spanish on the stairs last Saturday?
What did Sherri study on the stairs last
Saturday?
Where did Sherri study Spanish last Saturday?
When did Sherri study Spanish on the stairs?
Did Sherri study Spanish on the stairs last
Saturday?
• Read the Useful language aloud and have the class
say it after you.
T50
Postcards_splitB_TE1_U05.indd T50
TEACHER’S NOTES
• Have a pair demonstrate the game for the class.
The game begins with square a. Tell the pair of
students to put their game pieces on square a.
Player A reads aloud the sentence Sherri studied
Spanish on the stairs last Saturday, then rolls the die
or picks a folded piece of paper. Tell Player A to
refer to the key.
• If Player A asks the question correctly, he or she
moves to the next square. If he or she doesn’t ask
a question correctly or rolls a 6, he or she cannot
move to the next square.
• Player B then reads the sentence, rolls the die or
picks a number, and asks a question about the
picture in square a.
• When Player B is finished, Player A reads aloud
the sentence in square b, Paco played the piano at a
party a few days ago, then asks a question. Continue
modeling the game until the class understands
how to play it. Tell students that the first player to
complete square f wins.
• As students play, circulate and monitor for correct
question structure and past tense usage.
2/27/07 10:21:21 AM
 Project 2 A snapshot of a field trip
TEACHER’S NOTES
• If students have access to the computer and the
Internet at school or at home, create a message
board for the class beforehand. Instruct students
on how to use it to post questions, ideas, and
opinions. You could also have a short lesson on
how to attach photos, if helpful. You may want to
assign the actual message writing or posting on
the virtual message board as homework.
• If Internet access is not available, you can create
an actual class message board on one wall of the
classroom where students can pin or tape their
suggestions and replies. Alternately, you could
have students pass their suggestions to other
students in the class for comment.
• Introduce the activity by asking students if they
have ever gone on a field trip. Elicit details about
their trips by asking questions; for example, Where
did you go? How did you get there? What did you see
or do there?
• Tell students to think about a place that they
want to go for a field trip. They will write a few
paragraphs and choose pictures or photos to go
with these paragraph. Then each student will post
his or her idea for a field trip for everyone else to
read and comment on.
• Have students look at the photos in the book.
Elicit or give the word for this particular place
(aquarium) and words for the animals shown in
the photos (dolphin, frog, shark).
• Ask volunteers to read the instructions and sample
paragraphs aloud for each step of the project.
Point out the emoticons and acronyms and review
their meanings. Tell students they can choose the
emoticons and acronyms that they want to put in
their messages and comments.
• Give students time to think about their field trip
ideas and make notes. Circulate and help with
vocabulary. You may want to set aside class time
for students to do research on the Internet or in
books and magazines.
T51
Postcards_splitB_TE1_U05.indd T51
• Have students write their first drafts. You may
want to assign this as homework and have
students do more research at home.
• When students have finished, tell them to
exchange their first-draft papers with a classmate
and edit each other’s work. Have them use the
Peer editing checklist on page 138.
• Circulate and assist the students. Help draw
students’ attention to serious errors and parts of
the text that could be expanded, clarified, edited,
or improved.
• In class or as homework, ask students to write
a second draft of their paragraphs using the
comments and suggestions of their partners. They
should also collect the photos they plan to include
or make drawings to illustrate their projects.
• Have students post their ideas on the message
board. If they are posting it on the Internet,
allow time for students to read and reply to their
classmates’ ideas. You may want to assign the
reading and responding portion as homework. If
students are posting their ideas on the message
board on the classroom wall, or are passing their
suggestions around the room, allow time for
students to read their classmates’ ideas, write their
comments and replies, and post them.
This is a Home/School connection activity.
• After other students have commented on the
field trip ideas, suggest that students share their
work with their families. Tell them to read aloud
and explain their field trip plans and classmates’
comments.
2/27/07 10:21:21 AM
 A snapshot of a field trip
Imagine your teacher wants your ideas on a field trip. Think of a place you’d like to visit with
your class. Post your suggestion on an Internet message board—or write it on a piece of
paper to share with the class. Choose photos to go with your post. Use the message and steps
below as a gguide.

1. Write your screen name and greet your classmates.

Introduce your field trip idea.
SmartTim writes:
Hey everybody! ☺ Let’s go on a field trip to the National
Aquarium in Baltimore! It’s not far from Washington, and it’s
way cool!
2. Write about the things you can see and do there.

The National Aquarium has over 500 different fish and animals.
They have huge fish tanks. You really feel like you’re under
water. They have lots of sharks, of course. And there are snakes
and dolphins, too. In fact, we can see a dolphin show there!
And right now there’s a special exhibit on frogs. They have
some great poison frogs, including an awesome blue poison
dart frog.
3. Write about something special your class can see or do.

The aquarium has some great special tours. The best is

“Sleepover with the Sharks.” Does that sound cool? ;-) We can
learn all about sharks and sleep right next to the shark tank!
Breakfast is included!
4. Explain where the place is and how to get there. Ask
your classmates to reply, and then sign off.

Th aquarium
The i i in
is i Baltimore.
B li T get there,
To h k the
we can take h
train from Union Station. It just takes about 40 minutes. Then
we can take a bus to the aquarium. It’s right next to the Inner
Harbor, on the water. Sound good? Let me know! G2G! B4N!
5. Let your classmates post replies to your message.
TopCat writes:
Hey SmartTim! Your idea sounds great! Especially the
“Sleepover with the Sharks”!! :-o

Project 2 51

042-051_SB1B_U05_14106.indd 51 7/11/12 9:34 AM

 Learning goals
1 Dialogue Communication
57 Cover the dialogue and listen. Talk about the past
Say good-bye
Good-bye, Mrs. Gibson. Thanks for
Brian: Talk about occupations
having me this summer. I really had Grammar
a great time. The simple past of
Mom: We’re glad you came, Brian. It was be (was/were)
fun for us, too. And you were so The simple past of
good with Robbie. Say hi to your irregular verbs
parents. Vocabulary
Robbie: Uh, Brian. You can have my Some occupations
baseball. It’s my present for you.
Brian: Thank you, Robbie. I left something
for you in your room.
Joey: And this is from all of us. It’s the
family picture you took at the picnic.
Brian: You’re a great friend, Joey. Andy,
you’re cool. Thanks, man.
Andy: No problem, dude. Good luck.
Liza: We’ll miss you, Brian. Keep in touch.
Brian: OK. Oh, I almost forgot. This is
for you, Liza. Joey thought you’d
love this.
Liza: Oh, thank you! It’s beautiful.
Brian: Bye, everyone.
All: Bye. Have a great trip.
Take care.

52 Unit 6

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 TEACHER’S NOTES
Learning goals The following are additional learning goals in this unit:

Learning strategy Skills • Talk about past activities

• Keep a list of words and expressions • Look up the meaning of words in • Talk about favorite occupations
an article • Write a story using the simple past
Pronunciation • Listen for specific information
• The pronunciation of was and were

Warm-up (5 min.) Using the large photo (less than 5 min.)

• Ask students to look at the picture. Ask Who do
Cross-curricular activity: foreign languages you see in the large photo? (Andy, Joey, Robbie, Mrs.
• In one column on the board, write some words Gibson, Brian, and Liza) Where are they? (in front
that mean good-bye in different languages. In of the Gibsons’ house) What do you think is
the other column, in random order, write the happening? (Brian is leaving.) What makes you say
different languages. You may use the following that? (Andy is carrying a suitcase, and everyone
words or some of your own: is near the car.) Who do you see in the small picture?
Au revoir (French) (Brian and Liza) What is Liza holding? (a box and a
Arrivederci (Italian) watch or bracelet)
Alvidha (Hindi)
Do svidaniya (Russian) 1 Dialogue and 2 Comprehension (15 min.)
Sayonara (Japanese) • Have students cover the dialogue.
Shalom (Hebrew)
• Ask students about the different ways to say (Suggested procedures are continued on the
good-bye in their L1. Then tell students that next page.)
you have written on the board words that
mean good-bye in different languages. Have
them work in pairs and match the word with
the language. Elicit the answers and draw
“matching” lines on the board.
• Tell students that Brian is going to say
good-bye to the Gibsons in today’s dialogue.
Have students open their books. Introduce the
unit title.

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 TEACHER’S NOTES
1 Dialogue and 2 Comprehension (continued) Answer key
A. 1. d
• Have students look at the Comprehension 2. e
3. a/c
questions. Ask volunteers to read them aloud.
4. b/c
Explain or elicit the meaning of choose. Point out 5. a/b/d
that students should write notes while they listen 6. a/b/c /d
so that later they can answer the questions orally.
• 57 Play the audio two or more times as students
work independently to make notes to answer Learn to learn (15 min.)
the questions.
• Assign pairs and have students take turns • Read the strategy line and elicit or explain the
asking and answering the questions orally, using meaning. Ask if any students currently keep word
full sentences. lists. Encourage students to do so. Explain that
keeping a list of common expressions and using
B. them regularly will increase their vocabulary and
• 58 Have students uncover the dialogue. Play give them more confidence in speaking English.
the audio again as students read along. Check A.
answers to Exercise A orally.
• PAIRS. Tell students that they will be working
with a partner to make a list of expressions for
Answer key
greeting and meeting people. Assign pairs. Tell
1. Brian is going back to Australia. students to list the expressions in the appropriate
2. Robbie’s present for Brian is his baseball.
column.
3. It’s in Robbie’s room.
4. The family’s present for Brian is a family picture. • Ask volunteers to share their expressions; write
5. Joey helped Brian choose a present for Liza. these on the board and have students add any new
ones to their list. Encourage students to share any
• To extend work with the dialogue, select key expression that is not yet written on the board.
vocabulary, structures, and communicative
phrases to discuss more fully, such as irregular B.
past verbs (had, left, took, forgot, thought), the past • PAIRS. Read the instructions and tip. Model the
of be (was, were), Thanks for having me (thanks activity with a student.
for letting me stay at your house), man and dude • Walk around to help as students work. When
(when boys or men use man and dude to address students have finished, call on several pairs to
each other, it means they are friends or are model an exchange for the class.
comfortable with each other), No problem, miss,
Keep in touch, and Take care (a shortened version of
Take care of yourself, a common way of
saying good-bye).
• Have the class repeat the dialogue, then have
students practice in groups of six, changing
roles after each reading. Finally, select a group to
perform for the class. For further extension ideas,
see the Dialogues and Comprehension notes in the
Introduction, page x.

3 Useful expressions (10 min.)

A.
• Elicit the meaning of each expression or the
situation in which it is used.
• 59 Play the audio, pausing for students to repeat
each expression.
B.
• Read the instructions and elicit the answer for
the first item. Tell students that sometimes more
than one answer is correct. Have students work
individually or in pairs to complete the exercise.
• Elicit all possible responses to each expression.

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 2 Comprehension 3 Useful expressions
A. Answer the questions orally. A. 59 Listen and repeat.
1. What’s special about today? 1. Good-bye./Bye. Bye.
Brian is going back to Australia.
2. Thanks for having me.
2. What is Robbie’s present for Brian?
3. Where is Brian’s present for Robbie? 3. Good luck.
4. What is the family’s present for Brian? 4. Keep in touch.
5. Who helped Brian choose a present
5. Have a great trip.
for Liza?
6. Take care.
B. 58 Read along as you listen again. Check
your answers. B. Write these responses next to the
appropriate expressions in Exercise A.
a. Thanks. d. Bye.
b. OK. e. No problem.
c. You, too.

Learn to learn
Keep a list of everyday words and
expressions.
Keeping a list of everyday words and
expressions is a good way to increase your
vocabulary.

A. PAIRS. List the expressions for greeting

and meeting people and for saying
good-bye that you’ve learned in this
book.

Meeting and Saying

greeting people good-bye
Hi. Take care.

B. PAIRS. Take turns saying the expressions

and responding to them.
Tip: When you greet and say good-bye to
your teacher and to each other, use the
expressions on your list.

Unit 6 53

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 5 Practice
GRAMMAR FOCUS A. PAIRS. Match the labels with the pictures.
The simple past of be (was, were)
Affirmative statements Negative statements
I was happy. I wasn’t sad at all.
You were happy. You weren’t sad at all.
He He
was happy. wasn’t sad at all.
She She
You You
We were happy. We weren’t sad at all.
They They
Contractions 3
wasn’t = was not weren’t = were not

Discovering grammar
Look at the grammar chart. Complete the
rules with words from the box.

was wasn’t be were weren’t

1. The simple past forms of are was

and were.
2. Use and with He, She,
and It.
3. Use and with I, You, We,
and They.

Practicing grammar
4 Practice
Complete the sentences with 1. the Beatles/(Great Britain) pop and rock
was, wasn’t, were, or weren’t. group
2. Thomas Edison/(United States) inventor
Last Saturday, I (1) was 3. Frida Kahlo and Diego Rivera/(Mexico)
painters
at a friend’s party. Some of my 4. Albert Einstein/(Germany) scientist
classmates (2) there, 5. Pierre and Marie Curie/(France) scientists
6. Mother Teresa/(Yugoslavia) nun
too. The party (3) a lot of fun. The food
(4) great. There (5) cakes, B. PAIRS. Take turns. Say who the people in
cookies, and lots of ice cream! Yum! There (6) the pictures were.
games and lots of fun activities. But For example:
there (7) any music. There (8) A: Frida Kahlo and Diego Rivera were
any dancing either. But it (9) a lot of fun Mexican painters.
B: Albert Einstein . . .
because the games (10) awesome.

54 Unit 6

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Grammar Focus
and Discovering grammar (5 min.)
The simple past of be (was/were)
☞ See Grammar reference, page 103.
• Tell students they will be learning how to make
affirmative and negative statements using the
simple past of be verbs. Point these out in the
grammar chart. Say Let’s practice reading them. First,
I’ll read aloud an affirmative statement. Then the whole
class will read the negative statement. Go through the
affirmative statements, then switch roles with the
class. The class reads the affirmative and you read
the negative.
• Have students work individually to complete the
Discovering grammar section. Check orally.
Answer key
1. be
2. was, wasn’t
3. were, weren’t
Practicing grammar
4 Practice (5 min.)
• Ask students to complete the sentences with was,
wasn’t, were, or weren’t.
• Check by asking volunteers to read the complete
sentences aloud.
Answer key
1. was 2. were 3. was 4. was 5. were
6. were 7. wasn’t 8. wasn’t 9. was 10. were
5 Practice (15 min.)
A.
• PAIRS. Read the instructions aloud. Go over
the list of names and occupations. Help students
pronounce the names. Check that students
understand inventor, painters, scientist, and nun.
• Have students work in pairs to label the photos.
Elicit answers by pointing to each photo.
Answer key
(Clockwise from top left) Frida Kahlo and Diego Rivera (3),
Mother Teresa (6), the Beatles (1), Pierre and Marie Curie (5),
Thomas Edison (2), Albert Einstein (4)
T54
Postcards_splitB_TE1_U06.indd T54
TEACHER’S NOTES
B.
• PAIRS. Read the instructions and example aloud.
Then elicit the nationality terms for each of the
countries listed.
• Elicit the rest of the sentence about Albert Einstein.
Then have pairs begin. Tell them to switch roles
after the first round.
• As students take turns making sentences, walk
around to monitor and help. Check orally.
Answer key
1. The Beatles were an English pop and rock group.
2. Thomas Edison was an American inventor.
3. Frida Kahlo and Diego Rivera were Mexican painters.
4. Albert Einstein was a German scientist.
5. Pierre and Marie Curie were French scientists.
6. Mother Teresa was a Yugoslavian nun.
Focus on multiple intelligences: this activity
focuses on visual intelligence.
• You may want to prepare art materials for this
activity, or you can have students do drawings
in pencil on notebook paper.
• Divide the class into no more than seven groups
or pairs. For small classes, you may want to
have students work individually. Assign each
group one of the famous people in Exercise 5.
Tell each group to make a drawing showing
different items belonging to or associated with
the famous person—for example, a cross, habit,
food, and medical supplies for Mother Teresa.
• As students work, walk around to elicit or
teach them the English words for the items
they’ve drawn.
• Have students present their drawings to the
class, pointing to and saying the name of each
item they’ve drawn.
Have students complete Workbook Exercises 1–3
and Grammar Builder Exercises 1–2.
2/27/07 10:21:43 AM
 TEACHER’S NOTES
Grammar Focus
and Discovering grammar (5 min.)
The simple past of be (was/were)
☞ See Grammar reference, page 103.
• Write on the board Liza was sad to see Brian go. Tell
students that they use the same word order to
make past Yes/No questions with be as they did to
make present questions. Elicit the Yes/No question
form for the sentence and write it on the board:
Was Liza sad to see Brian go?
• Ask students for affirmative and negative short
answers and write these on the board.
• Have students look at the grammar chart. Divide
the class into two groups. Say Let’s practice. First,
I’ll read aloud the Yes/No question. Then Group 1 will
read the affirmative answer. After that, Group 2 will
read the negative answer.
• Direct students’ attention to the bottom of
the grammar chart. Tell Group 1 to read each
information question aloud and Group 2 to read
the long and short answers.
• Have students work individually to complete the
Discovering grammar section. Check orally.
Answer key
1. before
2. after
T55
Postcards_splitB_TE1_U06.indd T55
Practicing grammar
6 Practice (15 min.)
A.
• Read the instructions and elicit the answer for the
first item. Tell students that they may not have all
of the family members in the questions, or may
not know what they were doing, so they may need
to make up some answers. Do the last item as an
example—call on a student and say Imagine you
don’t have any cousins or Imagine you don’t know
where they were. Make up an answer.
Answer key
Answers will vary.
B.
• PAIRS. Read the directions and have students say
the example conversation after you. Then call on a
pair to model this activity for the class using their
own information.
• Have students read the directions for getting
points. Tell each student to keep their
partner’s score.
• Walk around, monitoring and helping as needed.
• To conclude this exercise, ask the student in each
pair who got the highest number of points to raise
his or her hand.
Have students complete Workbook Exercises 4–6
and Grammar Builder Exercises 3–5.
7 Pronunciation (10 min.)
A.
• Have students read each item. Elicit or explain
why some be verbs are in boldface. (They are
stressed more strongly than the other words.) Tell
students that they will be listening to how be verbs
are pronounced, both normally and when the
speaker wants to emphasize a point.
• 60 Play the audio and have students listen
and repeat.
B.
• PAIRS. Assign pairs and tell students to role-play
the conversations, stressing be verbs when they
want to emphasize a point. Tell them to practice
several times, changing roles after each round.
• As pairs practice, walk around to monitor and
help with stress.
• Call on one or two of the best pairs to perform
their role-plays for the class.
2/27/07 10:21:44 AM
 GRAMMAR FOCUS
The simple past of be (was/were)
Yes/No questions Affirmative answers Negative answers
Was I sad Yes, you were. No, you weren’t.
Were you sad Yes, I was. No, I wasn’t.
Was he/she sad Yes, he/she was. No, he/she wasn’t.
to see him go?
Were we sad Yes, we/you were. No, we/you weren’t.
Were you sad Yes, we were. No, we weren’t.
Were they sad Yes, they were. No, they weren’t.
Information questions Short answers Long answers
Who was at the door? Brian. Brian was at the door.
Where were you last week? On vacation. I was on vacation.
Why were they absent? Because they were sick. They were absent because they were sick.
What time was your appointment? At 10:00. My appointment was at 10:00.

B. PAIRS. Try to guess where your classmate

Discovering grammar and his or her family were by asking Yes/
Look at the grammar chart. Circle the No questions about the information in
correct answers. Exercise A.

1. In Yes/No questions, was and were come For example:

(before / after) the subject. A: Were you at school yesterday at 5:00 P.M.?
2. In information questions, was and were B: No, I wasn’t.
come (before / after) the question word. A: Were you at home?
B: No, I wasn’t.
A: Were you at a friend’s house?
B: Yes, I was!
Practicing grammar
You get three points if you guess correctly
6 Practice on the first try, two points on the second
A. Answer the questions about some
try, and one point on the final try. If you’re
members of your family. unable to guess correctly after three tries,
ask “Where were you/they?” or “Where
1. Where were you yesterday at 5:00 P.M.?
was he/she?”
I was at a friend’s house.
2. Where were you last Saturday? 7 Pronunciation
3. Where was your dad last night?
The pronunciation of was and were
A. 60 Listen and repeat.
4. Where was your mom last Saturday? Weak pronunciation Strong pronunciation
It was fun. It wasn’t boring.
5. Where were your grandparents last Was it fun? Yes, it was.
Sunday? Were you busy yesterday? No, I wasn’t.
B. PAIRS. Role-play the conversations.
6. Where were some of your cousins last 1. A: Were your friends at the party?
weekend? B: No, they weren’t.
2. A: Were you home last night?
B: Yes, I was.

Unit 6 55

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 GRAMMAR FOCUS
The simple past of irregular verbs
Affirmative statements Negative statements
Brian went to Miami two months ago. He didn’t go to New York.
Brian spent the summer there. He didn’t spend the winter there.
Yes/No questions Affirmative answers Negative answers
Did Brian go to Miami? Yes, he did. No, he didn’t.
Did Brian spend the summer there? Yes, he did. No, he didn’t.
Information questions Short answers Long answers
When did Brian go to Miami? Two months ago. He went to Miami two months ago.
Who went to Miami? Brian. Brian went to Miami.
Some irregular verbs
come ➔ came have ➔ had go ➔ went take ➔ took
do ➔ did get ➔ got spend ➔ spent tell ➔ told

Discovering grammar 9 Practice

Look at the grammar chart. Circle the correct answers. Write two sentences to correct
1. Irregular verbs (add / do not add) -d or -ed to the base form the information.
to form the simple past. 1. Brian went to Canada as an
2. In simple past questions, use the helping verb (do / did) with exchange student.
the base form of a main verb. Brian didn’t go to Canada.
He went to the United
States.
Practicing grammar 2. He came back to Australia
last month.
8 Practice
Read Brian’s e-mail. Circle all the verbs in the simple past.
Include both affirmative and negative forms. 3. On Sunday, he went to bed
at 10 P.M.

Hey! How are you guys doing?

I arrived home on Sunday. I was really tired that day, so 4. He took a shower at 6 A.M.
I went to bed at 8:00 P.M. When I woke up at 1:00, I went
straight to the bathroom and took a shower. Of course, I
didn’t know it was one in the morning! My mom and dad
weren’t up, so I knocked on their bedroom door to ask
5. Brian spent the summer
about breakfast. “At one in the morning?” Mom asked.
with his grandparents.
I’m glad I spent my summer with your family. Your dad’s
job as a computer animator is so cool! I think I’m going to
study computer technology.
My parents said hi. Thanks again for a great summer.
I miss you all.
Brian
10 Practice
Have a competition! Go to
page 69.

56 Unit 6

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Grammar Focus
and Discovering grammar (10 min.)
The simple past of irregular verbs
☞ See Grammar reference, page 103.
• Write talk, smile, cry, and stop on the board. Ask
What do we do to the base form of these regular verbs
to change them into their simple past forms? (add -ed,
add -d, change the y to i and add -ed, double the
final consonant and add -ed) Write the past forms
on the board: talked, smiled, cried, and stopped.
• Say Irregular verbs don’t follow the same rules as
regular verbs in the simple past tense. Irregular verbs
have special forms. Write some irregular verbs
and their simple past tense forms on the board;
for example, come-came, do-did, has-had, get-got,
go-went, spend-spent, take-took, tell-told. Say these
aloud and have students repeat them after you.
• Have students look at the grammar chart.
Read the items aloud and have students say them
after you.
Answer key
1. do not add
2. did
• Use the board to elicit other key points about the
grammar chart, such as the difference in structure
between Who and other information questions.
Practicing grammar
8 Practice (10 min.)
• Read the instructions aloud and elicit the first few
past tense verbs. You may want to point out to
students that tired is not a verb.
• Ask students to check their answers with a partner
and circle verbs they missed.
• Check answers by calling on three students to say
which verbs they circled in the first, second, and
third paragraphs.
Answer key
First paragraph: arrived, was, went, woke, went,
took, didn’t (know), was, weren’t, knocked, asked
Second paragraph: spent
Third paragraph: said
• Go over Brian’s e-mail and explain or elicit the
meanings of unfamiliar words such as arrived,
straight, and animator.
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Postcards_splitB_TE1_U06.indd T56
TEACHER’S NOTES
9 Practice (10 min.)
• Read the instructions and answer to the first item
aloud. Tell students they will read statements
about Brian that are not true and then correct them
by writing sentences with true information. Point
out that they should write a negative statement
first before they can write an affirmative statement
with the true information.
• Call on students to read the exercise items aloud.
Then have students work individually to write
responses, looking back at Brian’s message as
needed. Check orally.
Answer key
1. Brian didn’t go to Canada. He went to the United States.
2. He didn’t come back to Australia last month. He came
back on Sunday.
3. On Sunday, he didn’t go to bed at 10 P.M. He went to bed
at 8 P.M.
4. He didn’t take a shower at 6 A.M. He took at a shower at
1 A.M.
5. Brian didn’t spend the summer with his grandparents.
He spent the summer with the Gibson family.
Focus on values
• Ask students questions regarding being a guest
at someone’s home: Have you ever stayed at
someone’s home? Did you have a nice time? What
did you do when it was time to say goodbye to them?
Aside from saying thank you to Mrs. Gibson and
the kids, what else did Brian do to show he was
thankful? (He gave them presents. He e-mailed
them when he was back in Australia and thanked
them again.)
• Explain to students that in most cultures it is
polite to thank your hosts in person. A small gift
can also be very much appreciated. Sending a
thank-you letter, card, or e-mail when you are
back home is also a very polite and thoughtful
thing to do. Discuss how important it is to show
you are thankful for all your hosts did for you.
10 Practice
Turn to page 69 and let students have
a competition.
Have students complete Workbook Exercises 7–12
and Grammar Builder Exercises 6–9.
2/27/07 10:21:45 AM
 TEACHER’S NOTES
11 Writing (20 min.) 13 Vocabulary (10 min.)
A. A.
• GROUPS. Call on a volunteer to read the • Have students look at the list of occupations and
instructions aloud. Write the two beginning the photos. Ask them if there are any occupations
sentences on the board: It was a dark and rainy they already know or can guess. Some may have
night and It was a bright and sunny day. Model the cognates in their L1, and they may know others
activity orally with four strong students. from other contexts.
• Assign groups of four or five. Distribute a piece • 62 Play the audio as students listen and repeat.
of paper to each group and tell them to write their B.
story on it. Group members pass the paper around
as each one takes a turn at saying and writing the • Direct students’ attention to the clues. Explain that
next sentence. each one matches an occupation in Exercise A. Call
on one or more students to read the clues aloud.
• Walk around as groups work, helping students Elicit or explain new vocabulary such as trucks,
with their sentences. treats, sick, assists, creates, connects, repairs, electrical
B. equipment, and styles. Pointing to the puzzle, elicit
• GROUPS. Instruct groups to choose a group the meanings of down and across.
representative to read the story; alternately, have • Have students work individually to complete the
members read their individual sentences. puzzle. Have them check their answers with a
• After all groups have finished their stories, have partner and fill in missing words before checking
each group stand up in turn for the class to vote as a class.
on the best story. Tell the class to show their vote
by how long and loud they clap. Select the group Answer key
who got the most applause and congratulate them Across: 3. pilot 4. driver 5. carpenter 6. doctor
on winning. 8. nurse 9. web designer 10. mechanic
Down: 1. electrician 2. dentist 7. hairdresser
12 Communication (10 min.)
A. Have students complete Workbook Exercises 16–18.
• 61 Play the audio. Have students listen to
the conversation as they read along. Make sure
students understand tried and scary. Then play
the audio once more for students to practice
pronunciation and fluency.
B.
• PAIRS. First, have students role-play the
conversation with a partner, changing roles one or
more times. Then write the beginning question on
the board: Did you do anything fun last week? Have
students close their books and role-play talking
about their own weekends, changing roles after
the first round. Model first if helpful. Check by
calling on pairs to perform one of their role-plays
for the class.

Have students complete Workbook

Exercises 13–15.

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 11 Writing 13 Vocabulary
A. GROUPS. Write a story Some occupations
using the simple past.
Follow the instructions. A. 62 Look at the photos as you listen and repeat.

1. Read the two beginning

sentences. Write one
of these sentences on a
piece of paper.
It was a dark and rainy mechanic
web designer hairdresser
night. OR It was a bright driver
and sunny day.
2. The first student adds a
second sentence to the
story and passes the
paper on to the next
student who then writes
pilot
in the third sentence. nurse
electrician doctor
(The sentences can be dentist carpenter
funny or ridiculous.)
B. Read the clues. Then complete the crossword puzzle.
3. Continue until all
students in the group ACROSS DOWN
have contributed a 3. operates aircraft 1. connects and repairs electrical
4. drives cars and trucks equipment
sentence. The last 5. makes things out of wood 2. cleans and treats people’s teeth
student to get the paper 6. treats sick people 7. cuts and styles hair
should end the story. 8. assists doctors
9. creates websites (2 words)
B. GROUPS. Read your stories 10. fixes cars
out loud to the class.

12 Communication
Talk about past activities
A. 61 Listen to the
conversation.
A: Did you do anything
fun last week?
B: Yes, I did! We went to
the amusement park.
A: What did you do there?
B: My little brother and I
tried the new ride at the
park. It was so scary!
A: Did your brother scream?
B: No, he didn’t. But I did.
B. PAIRS. Role-play the
conversation or make up your
own about a past weekend
activity.

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 14 Listening
A. 63 Listen to the conversation. Circle the
GROUPS. Talk about your favorite
occupations you hear.
occupations. Ask each other
a. carpenter d. doctor g. police officer questions about them.
b. dentist e. pilot h. engineer
Useful language:
c. nurse f. mechanic i. actor
• What occupations do you like?
B. 64 Listen again. Circle the correct answers. • Why do you like it/them?
• Which would you like to be when you
1. “Teen Line’s” topic for today is grow up?
“Occupations for the (21st / 22nd) century.” • Yeah, that’s a cool job.
2. Mario’s dad is (a car / an airplane) • Me, too./I like it, too.
mechanic. • Maybe.
3. Isabel’s (grandma / mom) is a doctor.
4. Isabel wants to be a (dentist / doctor).
5. The boys on the show want to be
(police officers / firefighters).

Oops. Really?
15 Reading
A. Look up the meaning of the underlined
words in the article. No, Tom. Don’t!
It’s a trap!
B. 65 Read along silently as you listen.

Hot jobs for the 21st century

When your parents were very young, they probably wanted to
be a doctor or a lawyer or an engineer when they grew up. Those
were the hot jobs many years ago. But what will the hot jobs be
when you grow up?
Science and technology continue to change how we live.
When you grow up, there will be new occupations that we don’t
have today. Here are some futuristic occupations from Time.com’s
“Visions of the Century”:
1. Hotline handymen (repairmen/technicians):
Are your parents afraid to program their VCRs and DVD players?
What will they do when 3-D televisions and talking toasters
become a reality? You, however, do not need to worry. In the
future, technicians will be able to take care of your appliance
problems from their computers, without going to your home.
2. Virtual-reality actors: Do you
request pay-per-view movies on your TV? In pay-per-view, you
pay to watch a movie. In the future, pay-per-view will become
pay-per-play. In pay-per-play, you will pay to be a part of the
movie you’re watching. You won’t just watch the actors in a
movie. You will be able to interact with them. For example, you
can tell Tom Cruise to look out when there’s danger! That would
be really awesome!

16 Comprehension 17 Speaking
Discuss and answer these questions. GROUPS. Discuss these questions.
According to the article, . . . 1. What other futuristic occupations would you
1. What were some of the popular occupations like to have? Discuss two.
during your parents’ time? 2. What two inventions or products would you
2. What do hotline handymen do? like to see in the future? Describe what these
3. What can you do with virtual-reality actors? inventions can do.

58 Unit 6

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14 Listening (10 min.)
A.
• Read the instructions aloud and have students
look over the list of occupations before you play
the audio.
• 63 Play the audio two or more times. Then check
answers orally.
Answer key
e, f, d, b, g, i
B.
• Have students read through the items in the
exercise. Elicit or explain the meanings of police
officers and firefighters.
• 64 Play the audio again two or more times as
students circle the correct answers. Check orally.
Answer key
1. 21st 2. an airplane 3. mom 4. doctor 5. police officers
Audioscript
David: So here we are—our last topic for this season
is Occupations in the 21st century. Here’s my
question: When your grandparents and parents
were kids, what did they want to be when they
grew up? Yes, Mario?
Mario: My dad wanted to be a pilot.
David: Did he become a pilot?
Mario: No. He’s an airplane mechanic. He fixes airplanes.
Girl: He can fix airplanes? That’s awesome! Can he make
one, too?
Mario: Yeah, a toy airplane. He made several for me when
I was a kid.
David: We’d love to see them, Mario. Bring one to the
show next time. What about your grandparents,
Isabel?
Isabel: Umm, my grandma wanted to be a doctor.
David: And . . . ?
Isabel: She didn’t become one because they had no
money. But my mom is a doctor.
David: That’s awesome, Isabel. And what about you?
What do you want to be?
Isabel: Not sure. Maybe like my mom—a doctor.
David: Let’s see. Who would like to be a dentist? . . .
Nobody. What about a police officer . . . Almost all
the boys. Interesting. What about a virtual-reality
actor?
Kids: A what? What’s that?
David: Good question. We’ll find out from our next guest,
Larry Hagens. Larry’s going to talk about hot jobs
for the 21st century. Before we do that, let’s have a
commercial break.
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Postcards_splitB_TE1_U06.indd T58
TEACHER’S NOTES
(10 min.)
• GROUPS. Read the instructions, then read the
Useful language aloud and have the class say it
after you. Make sure students understand would
like to, when you grow up, and Maybe.
• Model a conversation with a strong student.
• Have groups choose a representative to note
down the most popular occupations mentioned in
their discussion.
• Walk around, helping with vocabulary
and grammar.
• Have group representatives share their notes
with the class. Write the occupations mentioned
by each group and find the three most popular
occupations in the class.
15 Reading (20 min.)
A.
• Read the instructions and call on a student to read
the underlined words aloud.
• Have students form small groups. Make sure
each group has a dictionary. Tell them to find the
definitions for each word and write them down.
• Check by saying each word and calling on
a volunteer to give its definition. If students
have used English dictionaries, help the class
understand the definition.
B.
• 65 Play the audio and have students read along
as they listen.
• Go through the article with the class to elicit or
explain new vocabulary such as hot jobs, continue,
hotline, toasters, reality, however, request, pay, be part
of, and interact.
• Have students read the article again silently.
16 Comprehension (5 min.)
• Go over the questions with the class. Then have
students answer the questions in pairs, discussing
and agreeing upon the answers.
• Have volunteers share their answers.
Answer key
1. doctor, lawyer, and engineer
2. take care of appliance problems from their computers
3. interact with them
17 Speaking (10 min.)
• GROUPS. Have volunteers read the questions
aloud. Have students form groups of four and
discuss the questions. Alternately, discuss these
questions as a class.
2/27/07 10:21:46 AM
 Progress check Units 5 and 6
TEACHER’S NOTES

Test-taking tip Vocabulary

• Read the Test-taking tip aloud. Ask students E.
What should you do after answering all the questions?
1. pilot
(review your answers) What should you correct? 2. driver
(any errors in spelling and other mistakes) 3. web designer
• Tell students to write the answers to section A 4. hairdresser
of the test. When most students have finished, 5. dentist
remind them to review their answers. Make the
same suggestion for the second section. Communication
F.
Answer key
Answers will vary.
Grammar Now I can . . .
A. • Have students check the functions they can now
1. was perform.
2. were
3. shopped
4. took Have students complete Skills Development
5. made 2 Exercises (1–4) in the Workbook.
6. did
7. tried ✎ Have students complete the Unit 6 test, page 85,
8. told and the Test for Units 4–6, pages 90–93.
9. went
10. came
B.
1. were
2. saw
3. called
4. didn’t hear
5. was
6. had
C.
1. Q: Did we see our classmates at the concert?
A: Yes, we did.
2. Q: Did we call their names?
A: Yes, we did.
3. Q: Did they hear us (call their names)?
A: No, they didn’t.
4. Q: Did we have a lot of fun?
A: Yes, we did.
D.
1. Where did Brian spend his summer?
2. When did he go back to Australia?
3. Why was he in the U.S.?
4. Who did he invite to visit him?

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 Units 5 and 6
Test-taking tip: Review your answers.
After answering all the questions, review your answers. Correct any errors.

Grammar 2. He went back to Australia last month.

(When)
A. Write the past forms of the verbs.
3. He was in the U.S. because he was an
(1 point each)
exchange student.
1. is/am was 6. do
(Why)
2. are 7. try 4. He invited his parents to visit him.
3. shop 8. tell (Who)
4. take 9. go
5. make 10. come Vocabulary
B. Complete the sentences with the simple E. Write the occupation for each definition.
past form of the verbs in parentheses. (1 point each)
(1 point each)
1. operates aircraft pilot
1. My friend Sherri and I (be) were at a
2. drives buses and trucks
rock concert last Saturday.
3. creates websites
2. We (see) some of our
4. cuts and styles hair
classmates there.
5. treats people’s teeth
3. We (call) their names.
4. But they (not/hear) us.
Communication
5. The concert (be) awesome.
6. We (have) a lot of fun. F. Talk about what you did on your last
birthday. Ask Yes/No and information
C. Change sentences 2, 3, 4, and 6 in questions. Use the cues. (2 points each
Exercise B into Yes/No questions. Then sentence)
answer them. (3 points each sentence) A: (Yes/No question)
1. Q: Did we see our classmates at the Did you have a party?
concert?
B: Yes, I had a party with my friends.
A: Yes, we did. A: (Information question)
2. Q:
A:
B:
3. Q:
A: (Yes/No question)
A:
4. Q:
A: B:

D. Write information questions about the

underlined parts in the sentences. Use
the cues. (2 points each) Now I can . . .
❏ talk about past events.
1. Brian spent his summer in the U.S. ❏ express approval and disapproval.
(Where) Where did Brian spend his ❏ talk about occupations.
summer?
Progress check 59

052-061_SB1B_U06_14106.indd 59 1/17/07 7:59:07 PM

 Many teens in the United States have part-time jobs, especially
during summer vacation. They make new friends, earn money,
and learn about the world of work.

I work in a fast-food restaurant. I started last summer. All my friends

had summer jobs, and I was bored because I had nothing to do. So I
interviewed here and got the job. The manager liked my work, and asked
me to work for him again this summer. I’ve made some good friends here,
and it’s fun earning my own money. I’m saving up to buy my first car. I’m
so sick of asking my parents, “Can I borrow the keys?”
Maria Martinez, 16

Some of my friends still get allowances from their parents, but I work
for my spending money. During the school year, I babysit on weekends.
I charge $7 an hour. I also take care of dogs and cats at my home when
the owners are away. I earn $25 a day. My mom helps with that. In the
spring and summer, I also do yard work. I charge $10 an hour. And I wash
Common Teen Jobs cars, too—I charge $15 a car. Washing cars is tiring, but it pays well.
I get most of my work from word-of-mouth, but I also put up posters
babysitting around the neighborhood.
washing cars Jane Weston, 13
helping children
with homework
pet sitting
working at a restaurant
being a lifeguard at a pool
dog walking
working in a store
working at a summer camp
doing yard work
being a coach

60 Wide Angle 2

052-061_SB1B_U06_14106.indd 60 7/11/12 9:36 AM

 TEACHER’S NOTES
Background notes
Working teens: About 80 percent of American teenagers
work before they finish high school. Nearly 90 percent
work during the summer, and almost 50 percent of
students in their last year of high school have an after-
school job. There are strict laws limiting the jobs people
under 18 can do and even stricter laws about how many
hours and at what time of the day 14- and 15-year-olds
can work.
Teenagers are not usually working to help their families
and meet expenses. They work to get extra spending
money, save for college, or buy a car. Most work at malls,
restaurants, and movie theaters. Americans place a high
value on independence and responsibility, and many
parents think that a job can help their children develop
these qualities. For the kids, the money is the main thing.

Pictures (5 min.)
• Call on a student to read the title. Ask students
whether they work or know a teenager who
works. Discuss why they work and what they do
with the money they earn. If none of the students
work, you may want to give students some
background information on working American
teenagers.
• Have students look at the pictures of teenagers at
work. Elicit the kinds of jobs that the teenagers are
doing. (working in a fast-food restaurant, being a
tennis coach, babysitting)

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 TEACHER’S NOTES
1 Reading (15 min.) Audioscript
A. Friend: Hey, Amy. How was your summer?
• Call on a student to read aloud the Reading skill. Amy: Nice, thanks. I made a lot of money!
Friend: Really? What did you do?
Tell students that they will be reading about three
Amy: I did dog walking and pet sitting.
working teenagers. Explain that an important Friend: Dog walking and pet sitting? Cool! How did you
reading skill is getting meaning from context, start doing that?
which means finding or guessing the meaning of Amy: Well, I just put up some posters around the
a new word or phrase from the other words or neighborhood—and a lot of people called!
pictures that are around it. Friend: Now why did you decide to do dog walking and
• Have students read the directions and pet sitting?
Amy: Simple. I love animals.
vocabulary items.
Friend: I didn’t know that.
• Have students read the article, then match the Amy: Yep.
words and phrases with their meanings. Friend: So what kind of animals did you pet sit?
• Check answers as a class. Amy: Dogs, cats, birds—even a turtle!
Friend: No!
Amy: Yep!
Answer key
Friend: Maybe I should start dog walking or pet sitting.
1. c 2. e 3. b 4. f 5. d 6. a Amy: Well, it’s not easy. Dog walking can be really tiring.
Friend: Yeah?
B. Amy: Yeah. Really tiring. Try walking for five hours
• Have students read the questions. Tell students to a day!
read the article again, then write short answers to Friend: So how much money did you make?
the questions. Amy: I made about two thousand dollars.
Friend: Wow! What do you want to do with all that
• Check by asking volunteers to share their answers money?
with the class. Amy: I’m saving up to buy a horse.
Friend: A horse?
Answer key Amy: Yeah. Like I said, I love animals.
1. her first car Friend: Cool.
2. a professional coach
3. four (babysitting, pet sitting, yard work, car washing)
3 Speaking (15 min.)
• PAIRS. Read the instructions and helpful phrases
2 Listening (5 min.) aloud. Then have volunteers read aloud each job
• Tell students they are going to listen to an in the box on page 60 of the Student Book. Elicit
interview with Amy, a working teenager. Have the tasks or responsibilities that go with each;
them read through the questions first to help them for example, babysitting tasks include feeding the
listen for specific information in the interview. baby, changing clothes and diapers, playing with or
• 66 Play the audio two or more times as students entertaining the baby, putting the baby to sleep.
listen and write their answers. • Model a short conversation with a strong student.
• Have students compare their answers with • Ask students to work with a partner to talk about
a partner. the teen jobs listed in the box on page 60 of the
Student Book. Walk around and help students
• 66 Play the audio again as partners listen and as needed. When students have finished, take
check their answers. Elicit the answers orally. a class survey on the most popular and least
popular teen jobs.
Answer key
1. dog walking and pet sitting 4 Writing (10 min.)
2. she loves animals
3. not easy/really tiring to walk a dog
• Using the questions as a guide, have students
4. to buy a horse write a paragraph about a job they would like to
do in the summer.
• Ask volunteers to read their paragraphs to
the class.

Extension
• Play a What’s My Job? game. Have students form
groups of five or six. Have each student in the
group describe a job by talking about the tasks
one has to do. The other group members guess
the job.

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I’m a tennis coach at
a summer camp for
physically challenged
elementary school
children. It’s my first
job and it’s been great.
I love tennis and I love
coaching. In fact, I plan to
be a professional coach
in the future. So this job
is giving me some very
good experience. I have
about fifty students, and
I really make them work!
Brandon Parker, 15
052-061_SB1B_U06_14106.indd 61
1 Reading
Reading skill: Guessing word meaning from context
When you read, try to guess the meanings of new words.
Look for clues in the text and pictures.
A. Read the article and look at the pictures. Then draw lines
from the vocabulary items to their meanings.
1. fast food a. people talking about it
2. earn money b. sports instructor
3. coach c. burgers, French fries, etc.
4. pays well d. money parents give children
5. allowance e. make money by working
6. word-of-mouth f. gives you a lot of money
B. Read the article again. Write short answers to the questions.
1. Why was Maria bored?
2. What does Brandon want to be?
3. How many different jobs does Jane do?
2 Listening
66 Listen to Amy tell her friend about her summer job. Write
short answers to the questions.
1. What job did Amy do?
2. Why did she want to do it?
3. What was bad about the job?
4. What is Amy saving up for?
3 Speaking
PAIRS. Give your opinions of the American teen jobs listed in the
box. Use these words and phrases.
easy interesting exciting good experience pays well
difficult boring tiring dangerous doesn’t pay well
4 Writing
Think of a job for next summer and write a paragraph about it.
Answer these questions:
• Why is it a good job for you?
• What’s good about it? What’s bad about it?
• What do you want to do with the money?
Wide Angle 2 61
1/17/07 7:59:23 PM
 Fun with songs 1
A poster of a favorite singer or band
Materials:
• Poster board
• Markers or crayons
• Pictures of a favorite singer or group
• Recording of a favorite song

A. GROUPS. Choose a favorite singer or band,

either local or international. Use the Useful
language in your discussion. Choose a song
to play during your presentation.

B. Homework: Research the singer or band.

Find out where they’re from, their real
names, the titles of their hit songs, and any
other fun facts about them. Find pictures of
them in magazines or on the Internet. Bring
your notes, pictures, and a recording of the
song to class.

C. GROUPS. Create a poster featuring your

favorite singer or group. Include the
information and photos you found during
your research.

D. GROUPS. Present your poster to the

class. Give facts about the singer or band
and play their song for the class. Ask
your classmates for their comments and
questions.

Useful language:
• Who’s your favorite singer or band?
• He / She / They sing(s) the song . . .
• What’s their best song?
• How about . . . ?
• I really like him/her/them/it, too.
• I don’t like him/her/them/it that much.
• Let’s choose . . . as our favorite.

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 Fun with songs 1 A poster of a favorite singer
or band
• Elicit the name of the singer in the photo.
(Madonna) Ask students what they know about
her; for example, where she is from or the titles of
her hit songs. Ask for a show of hands of students
who like Madonna. Then ask for volunteers to
share the name of their favorite singer or band.
A.
• GROUPS. Have students read the instructions
and the Useful language. Model asking the
questions in Useful language to a strong student.
Have this student ask you the same questions so
that you can model the answers as well. Tell the
class to use the Useful language in their group
discussion.
• Point out the expression Let’s choose . . . as our
favorite. Tell students that they will first talk
about their favorite singers and bands but, in the
end, they will have to agree on one favorite
singer or band for their group. Emphasize that
they can choose local or international artists, even
though they may not know much about the
singer or the band.
• Have groups choose their favorite musical
artists and a song for the class to listen to during
their presentation.
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TEACHER’S NOTES
B.
• Ask a volunteer to read the directions aloud. Elicit
the kinds of information that students will need
to look for and where they can find this. Have
students do research on their group’s favorite
singer or band as homework. Remind groups to
find a recording of the song they want to share
with the class and make copies of the song’s
lyrics to distribute to everyone during their
presentation.
C.
• GROUPS. In class, have students make a poster
of their favorite singer or group, using the
information and pictures they have gathered from
their research. Provide poster board, crayons,
markers, and tape or glue.
D.
• GROUPS. Have groups take turns presenting
their posters to the class. Encourage students to
ask questions and make comments about each
group’s presentation. To control class time, you
may wish to have each group play just thirty
seconds or so of their song.
• Have the groups put their posters on the wall so
others can look at them at their leisure.
Extension
• Sing-along. Ask the presenting group to
lead their classmates in singing some or all
of the song.
2/27/07 10:21:56 AM
 Fun with songs 2 A collage about a
TEACHER’S NOTES
favorite song
• Elicit the titles of one or two of the songs students
chose as their favorites in Fun with songs 1 and
write them on the board. Then go over the Useful
language with the class. Ask students about the
songs using questions that would elicit the sample
statements in the Useful language box—for
example, What is the song about? Where are the
characters? How are they feeling? What kind of song
is it?
A.
• GROUPS. Have students get into the same
groups that they were in for the Fun with songs 1
poster activity. This time, they will make a collage
about a favorite song. They may use the same
song as in Fun with songs 1 or choose a different
song. Give students time to select their song, then
elicit choices from different groups.
B.
• Ask a volunteer to read the directions aloud. Have
students do research on their group’s favorite song
as homework.
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C.
• GROUPS. Read the instructions aloud. Chorus
the Useful language. Remind students to use the
Useful language as they share their notes and
pictures.
D.
• GROUPS. Have students make a collage of their
song, using the notes and pictures they have
gathered. Provide poster board, crayons, markers,
and tape or glue.
E.
• GROUPS. Have groups take turns talking about
their song and explaining their collage to the class.
Encourage students to ask questions and make
comments about each group’s presentation. To
control class time, you may wish to have each
group play just thirty seconds or so of their song.
• Have the groups put their posters on the wall so
others can look at them at their leisure.
Extension
• Sing-along. Ask the presenting group to
lead their classmates in singing some or all
of the song.
2/27/07 10:21:57 AM
 Fun with songs 2
A collage about a favorite song

D. GROUPS. Make a collage about the song.

Materials:
• Poster board
• Markers or crayons
E. GROUPS. Present your collage to the class.
• Recording and lyrics of a favorite song
• Pictures illustrating the lyrics
A. GROUPS. Choose a favorite song, either
local or international.
B. Homework:
- Find the lyrics to the song you chose in
Step A. Listen to the song and read the
lyrics. What is the song about?
- Find pictures that illustrate the lyrics.
- Bring the lyrics, your notes, your pictures,
and a recording of the song to class.
C. GROUPS. Discuss what the song is about
and the images the lyrics suggest. Use the
Useful language in your discussion.
Include the song’s title, the singer or band,
and pictures illustrating the lyrics.
- Talk about the song you’re going to play.
Tell the class what it is about.
- Explain the pictures in the collage.
- Play the song.
- Ask your classmates for their comments
and questions.
Useful language:
• This song is about a girl/a boy/a couple.
• They’re on a beach/in the city.
• It’s early morning/late at night.
• He’s very happy/lonely/angry.
• They like/love/hate/can’t stand each other.
• She wants a boyfriend/a new life.
• It’s a very romantic/happy/sad/ song.

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 Focus on culture 1

Universal Studios and

1 Islands of Adventure, U.S.A.
You can see how movies are made at Florida’s
Universal Studios and Islands of Adventure. And
even more fun, you can ride thrill rides based on hit
movies. Revenge of the Mummy, for example, is a
scary indoor roller coaster. Mummies jump out as you
speed through the dark. On the Jurassic Park River
Adventure, there are hungry dinosaurs all around you.
Or try the Incredible Hulk Coaster, a huge high-speed
green roller coaster. You go from 0 to 60 kilometers
per hour in two seconds, and the coaster turns you
upside down seven times!

Port Aventura, Spain

At Spain’s Port Aventura, you can “visit” Mexico,
1 China, Polynesia, the Mediterranean, and America’s
Far West. You can eat food, buy gifts, and see sights
from each of these places. The Far West is especially
cool—it’s an old cowboy town from the 1800s. And
there are some fantastic rides! In Mexico, you can
ride the Hurakan Condor. It takes you 100 meters up
in the air, then drops you. In China, you can ride the
Dragon Khan—it’s the only roller coaster in the world
with eight full loops.

Futuroscope, France
V
Visit France’s Futuroscope amusement park to see
tthe future. In the Robot Zoo, you can see and touch
2 g
giant robotic animals and insects. In Travelers by
S
Sea and Air, you sit in a movie theater of the future.
T
There is one screen in front of you and one under
yyour feet. You feel like you’re deep in the sea or high
iin the air. Or you can ride on one of the ten 7-meter-
h
high dancing robot arms of Dances with Robots.
T
The robots dance to techno music in a robot disco.
A
As they dance, they turn you in all directions. And
w
when you’re hungry, you can eat at le Cristal. This
rrestaurant serves food of the future made by a
ffamous French chef.

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 Focus on culture 1 Amusement Parks around

TEACHER’S NOTES
the World
• Have students look at the title and pictures. Ask
What’s the article about? (amusement parks) Point
to the paragragh heads and ask Where are these
amusement parks? (the United States, Spain, France)
• Have students silently read the passage.

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 TEACHER’S NOTES
1 Comprehension 2 Comparing cultures
A. • GROUPS. Assign groups of three or four. Read
• Read the instructions and descriptions aloud. the first item aloud and elicit several answers
Check that students understand mummies and from students. Have volunteers read aloud the
dinosaurs. other questions.
• Have students work individually. Then check • Have students discuss the questions in
answers as a class. their groups.
• Circulate among the groups, helping and
Answer key encouraging students.
1. c • To check, elicit answers from individual groups
2. b or the class as a whole. You may want to discuss
3. a which amusement park students like best and
their reasons.
B.
• Have students match the photos with the names of 3 Your turn
the attractions.
• Tell students they will write about an amusement
• Walk around, helping and monitoring students as park in their country. Have them use the questions
they work. in Exercise 2 to guide them in their writing. They
• Check answers by calling on individual students. can also reread the different paragraphs on page
64 to help them compose their own.
Answer key • You can have students complete their paragraphs
5 Robot Zoo in class if there is time or assign this as homework.
4 America’s Far West If you assign it as homework, ask students who
3 Incredible Hulk Coaster have pictures of the amusement parks to bring
1 Travelers by Sea and Air their photos and share them with the class.
2 Jurassic Park River Adventure • Ask students to read their paragraphs and show
their photos to a partner or to the class. You may
• To extend work with the reading, ask detailed also post the students’ paragraphs and the photos
comprehension questions such as What can you on the wall for students to read and look at.
see at Florida’s Universal Studios and Islands of
Adventure? Describe what you see in picture number
one. What do you see in picture number three? How
fast does the Incredible Hulk go?

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 1 Comprehension
3 A. Write the letter of each amusement park
next to its description below.
a. Universal Studios and Islands of
Adventure
b. Port Aventura
c. Futuroscope
1. You can feel like you’re visiting the
future.
2. You can imagine you’re in different
countries.
3. You can see mummies and
dinosaurs from hit movies.
B. What does each photo show? Write the
number of the photo next to the name of
the attraction in the box below.

5 Robot Zoo
4 America’s Far West
Incredible Hulk Coaster
Travelers by Sea and Air
Jurassic Park River Adventure

2 Comparing cultures
GROUPS. Discuss these questions.
1. What are some fun amusement parks in
your country?
2. Where are they?
3. What are some cool rides there?
4. What is each ride like?

3 Your turn
Write a paragraph about an amusement park
in your country.

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 Focus on culture 2

In the United States, a teenager’s room is 1

usually very important to him or her. Some
teens share a room with a brother or sister,
but most have their own space. You can
learn a lot about American teens by looking
at their rooms.

Judy, Los Angeles

My room is very personal to me. It’s my
space, and my parents can’t come in. My
room is my work of art, my diary, and my
scrapbook. My walls are dark orange—my
favorite color. I don’t write things down in a
diary. Instead, I write my thoughts and ideas
on my walls. That way I can look at them and
think about them anytime. I also put other
things I like on my walls—notes from friends,
photos, tickets, pages from magazines,
whatever. Do you want to know the real me?
Just look at my room.

2
Lauren, New York City
I spend a lot of time in my room. I
talk to friends on my cell, surf the
Internet, do homework, read, and just
relax. My room is long and narrow,
but it’s pretty big—at least for New
York. I have a computer desk,
bookshelves, and a four-poster
bed. On my walls I have posters,
photos of friends, and a big red
heart. My best friend gave me the
heart for my birthday. I also have
blue curtains, a hot pink chair,
and a green hanging basket. I
like bright colors. My mom says
my room is messy. But I like to
have my clothes and things
scattered around. That way I
can find things easily!
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 Focus on culture 2

TEACHER’S NOTES
Teens’ Rooms around the U.S.
• Have students look at the pictures and identify
what they see in the rooms of the three teenagers.
Ask students what things in their own bedrooms
can be found in the bedrooms of the teenagers in
the photos.
• Have students silently read the passage.

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 TEACHER’S NOTES
1 Comprehension 2 Comparing cultures
A. • PAIRS. Read the first item aloud and elicit several
• Have students match the photos with the names of answers from students. Have volunteers read the
the teenagers. other questions aloud.
• Check answers by calling on individual students. • Have students discuss the questions with
their partners.
Answer key • Circulate to help and encourage students.
Judy 3 • Have pairs present the most important or
Lauren 1 interesting information that they discovered about
Terry 2 each other.
B. 3 Your turn
• Read the instructions and questions aloud. Elicit • Tell students they will write about their own
the answer to the first item from the class. rooms. Have them use the questions in Exercise
• Have students answer the questions individually. 2 to guide them in their writing. They can also
• Check answers by asking one student to read the reread the different paragraphs on pages 66–67 to
question and another to read the answer. help them compose their own.
• You can have students complete their paragraphs
Answer key in class if there is time or assign this as homework.
1. Because she likes bright colors. If you assign it as homework, ask students who
2. Because she can find them easily. have pictures of their rooms to bring their photos
3. Because he can be pretty loud. and share them with the class.
4. Because he likes things simple.
5. Because she likes to look at them and think about them. • Ask students to read their paragraphs to a partner
6. Because she puts a lot of personal things on her walls. or to the class. You may also post the students’
paragraphs and the photos on the wall for
• To extend work with the reading, ask detailed students to read and look at.
comprehension questions using the photos; for
example: (pointing at picture number one) Whose This is a Home/School connection activity.
room is this? What does she do there? Where does she
surf the Internet? What other things does she have in • Have students take their paragraphs home to
her room? Do you think her room is messy? share with their family. Tell students to read
aloud and explain what they’ve written.

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 1 Comprehension
A. Whose room is it? Write the number of the
photo next to each name.
Judy Lauren Terry
B. Write short answers to the questions
below. Begin each answer with Because.
1. Why does Lauren have blue curtains and
a hot pink chair? Because she likes bright
Terry, Chicago colors.
My room is my studio. I
play my keyboards and 2. Why does Lauren like her clothes and
practice for gigs there. I’m things scattered around?
in a hip-hop band called
Box, and we sometimes
play in my garage. My 3. What is Terry’s favorite thing about his
room is above the garage, room?
away from the other
rooms in the house. So I
can be pretty loud in my 4. Why doesn’t Terry have a lot of stuff?
room. That’s my favorite
thing about it. I don’t
have a lot of stuff. I just
have an old bunk bed, a 5. Why does Judy write her thoughts and
dresser, my keyboard, ideas on her walls?
and speakers. I guess
I like things simple. I
sleep and play music 6. How is Judy’s room her “scrapbook”?
in my room, and that’s
about it.

3 2 Comparing cultures
PAIRS. Discuss these questions.
1. Is your room important to you?
Why/Why not?
2. Do you spend much time in your room?
Why/Why not?
3. What furniture do you have?
4. What do you have on your walls? Why?
5. What else is special about your room? Why?

3 Your turn
Write a paragraph about your own room.
Explain what it shows about you.

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 Fun with grammar

Unit 1, 6 Practice, page 8

For the teacher: Form groups of six. Choose one leader per group to give the following
commands. The rest of the group must do the action at the same time. If someone is unable
to perform the action, he or she must sit down. The last person standing is the leader for the
next round of the game. This activity can also be done with the whole class. If done as a
whole class, choose one or two students to go around and call out students who are unable to
perform the action.
1. Stand up. 6. Put your hands down.
2. Stand on one foot. 7. Laugh.
3. Sit down. 8. Sing “Happy birthday.”
4. Stand up. 9. Wave to your teacher.
5. Shake a classmate’s hand. 10. Greet your teacher.

Unit 2, 10 Practice, page 18 Unit 3, 4 Practice, page 25

For the teacher: You will need a very soft
ball for tossing. Follow the instructions.
1. Tell students to stand up in a circle.
2. Ask a How often question and toss the ball
to a student.
3. The student who catches the ball (that
is, Student 1) answers the question in a
complete sentence using an adverb of
frequency.
For example:
Teacher: How often do you forget your
English book at home?
Student 1: I never forget my English book
at home.
4. Student 1 then tosses the ball to a second
student (that is, Student 2) and asks him
or her a How often question. Student 2
answers the question. Repeat the process
until all have had a chance to participate.
For the teacher: Divide the class into two or
more teams. Explain how to play the game.
You will do the following: (1) choose a
mystery word from Exercise 3 and
(2) think of a sentence using the mystery
word correctly, but (3) in place of the
mystery word, say “yadda yadda.” For
example, “On weekends I often go with my
family to the yadda yadda. We usually don’t
buy anything. We just walk around and go
from store to store.”
Assign a representative for each team. The
team reps must raise their hands if they
think they know the mystery word. The
team rep who raises his/her hand first gets
a chance to say the mystery word out loud.
If the answer is wrong, another team gets
the chance to steal the point. If all teams
fail to give the correct word, create another
sentence using the same word.
For example, “The yadda yadda in my town
has lots of cool stores and really good
restaurants.” Continue using the same word
in sentences until a team guesses the correct
word (mall). For the next turn, assign a new
representative for each team. Continue in
this way as time allows.

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 Fun with grammar
Unit 1, 6 Practice, page 8
Focus on multiple intelligences: this activity
focuses on kinesthetic and auditory intelligences.
• Have students do this activity with their
books closed.
• Have students stand up and form groups of six.
Tell each group to choose a leader. Have the leader
in each group open his or her book and look at the
list of commands.
• Explain to the groups that they will play a game.
The group leader will give commands and they
must follow them. Tell them that if someone is
unable to perform the action, that person is out
of the game and must sit down. Have one group
model giving one or two commands. Before
groups begin, check that students know shake a
hand, put (something) down, laugh, and wave.
• Walk around to monitor as groups play the game.
Congratulate students who are still standing at the
end of the game.
Unit 2, 10 Practice, page 18
Focus on multiple intelligences: this activity
focuses on kinesthetic intelligence.
• Have students do this activity with their
books closed.
• Bring a very soft ball to class. Have students stand
up and form a circle. If you have a large class, you
may want to bring several balls and have students
form several circles.
• Explain to the students that they will play a game.
One student will ask a How often question and
toss the ball to another student. The other student
who catches the ball must answer the question.
Then that student asks a How often question and
throws the ball to another student. You may want
to elicit some vocabulary students can use in their
questions; write it on the board if helpful.
• Ask the first How often question yourself and
throw the ball. Direct the first few rounds of the
activity if needed. Encourage students to pick
up the speed of the questions and answers as the
game proceeds.
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TEACHER’S NOTES
Unit 3, 4 Practice, page 25
Focus on multiple intelligences: this activity
focuses on logical and auditory intelligences.
• Have students do this activity with their books
closed. To make sure the exercise proceeds
smoothly and easily, create a list of 10 to 20
sentences with mystery words before class.
• Divide the class into two or more teams. Assign a
representative for each team.
• Explain how to play the game. On the board, write
yadda yadda. Tell students this is the mystery word
and they must guess its meaning. Tell them that
you will say a sentence. They should listen to the
other words in the sentence to guess the meaning
of yadda yadda. Give students an example sentence:
On weekends, I often go with my family to the yadda
yadda. We usually don’t buy anything. We just walk
around and go from store to store. Tell students they
can discuss the meaning of the word with their
team members. When they know what yadda yadda
means, the team leader should raise his or her
hand.
• Call on the first representative who raises his or
her hand. If the answer is correct, give the team
a point. If the answer is wrong, give the other
team(s) a chance to take the point. If all teams
fail to guess the mystery word, create another
sentence using the same word; for example, The
yadda yadda in my town has lots of cool stores and
really good restaurants.
• For the next turn, assign a new representative for
each team. Continue until time is up or all words
have been guessed.
2/27/07 10:21:58 AM
 TEACHER’S NOTES
Unit 4, 11 Practice, page 39
Focus on multiple intelligences: this activity
focuses on kinesthetic and visual intelligences.
• Have students do this activity with their
books closed.
• Before class, prepare 12 strips of paper with
concepts for students to act out. Put them in a
small box or a bag.
• Have students form two teams. Write the team
names on the board: Team 1 and Team 2.
• Explain to the students that they will play a game.
One student from Team 1 will come to the front
and choose a strip of paper. That student will act
out what is written on the paper. His or her team
gets the first chance to guess what the student is
acting out. Point out that the team must make the
guess using a complete sentence to get a point. If
the guess is correct, the team will get a point. If it
is not correct, the other team will get a chance to
guess the answer. If neither team can guess, the
student performs the action a second time and
each team gets another chance to guess. If helpful,
model by pretending to be on one of the teams;
choose a slip of paper and act out the concept.
• Begin the game, making sure that for each round a
new representative comes to the front to choose a
strip of paper. When all the strips have been taken
from the bag, total the points on the board and
declare the winner.
Unit 6, 10 Practice, page 56
• Have students do this activity with their
books closed.
• Before class, make enough copies of List A and
List B for each student to receive one of the two.
• Have students form an A team and a B team. Pass
out the lists to the students. Tell them they have
three minutes to memorize the past tense forms of
the verbs—then they will play a game. As students
are studying the lists, make two lists of the base
forms of the verbs in random order on the board.
• After three minutes, collect the lists from the
students. Tell students their teams will be taking
turns writing the past tense forms next to the
present tense forms on the board. Students will
do this in “tag teams,” with a different student in
the group going to the board each time. Point out
that each student can write only one verb, but he
or she may correct the previous student’s answer.
Tell students that the first team to write all the past
tense forms correctly wins.
• Have teams begin on your cue. Encourage them
to work quickly. Play the game until one team
completes their list correctly.

Unit 5, 5 Practice, page 44

• Have students do this activity with their
books closed. Draw the two tic-tac-toe grids
on the board.
• Have students form an A team and a B team.
• Remind students of the mechanics of the game.
Each team chooses a symbol—an X or an O.
The team who first makes a vertical, horizontal,
or diagonal line of three Xs or three Os in the
grid wins.
• Tell students the teams can take turns, in order,
calling out the past tense form of one of the verbs
on either one of the tic-tac-toe grids. If their
sentence is correct, they can add a symbol to that
grid. If their sentence is incorrect, they lose the
turn and the other team gets a chance to call out
a sentence.
• Play the game until there is a winner or it ends
in a tie.

T69

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 Unit 4, 12 Practice, page 39
For the teacher: Prepare 12 strips of paper. On each strip, write an activity that can be easily
acted out. Make sure students understand the words and phrases you use. Put the strips in a
box. For example:
• eating melting ice cream • getting into very tight jeans
• eating very hot food • taking a very cold shower
• watching a tennis or ping-pong match • holding a very hot object
• sitting behind a very tall person in a • trying to call a taxi on a busy street
movie theater • standing in a crowded elevator
• walking on a flooded street
Form two teams. Alternately call on a student from each team to draw a strip of paper from the
box. This student silently reads what’s on the strip of paper and acts out the activity. His or her team
gets first chance to guess what the student is doing. (For example, “You’re eating ice cream.”) If the
team guesses incorrectly, the opposing team gets the chance to steal the point. Remind the teams
that they should answer in complete sentences. No points will be given for incomplete sentences.

Unit 5, 5 Practice, page 44

For the teacher: Divide the class into teams A and B. Draw the two tic-tac-toe grids below on
the board. Team A begins. A member of Team A calls out the past form of one of the verbs. If
the team gives the correct form, it can put its mark (a circle or an X) on that verb in the tic-tac-
toe grid. If the team gets it wrong, the other team can try to correct the mistake and steal the
spot on the grid. Teams can use either grid, and they can move from one grid to another. The
members of the teams take turns calling out the past forms of the verbs.

agree avoid call organize plan smile

clean cry decide suggest study try

enjoy stop invite wait wash gossip

Unit 6, 10 Practice, page 56

For the teacher: Follow these instructions.
1. Divide the class into two teams. Give List A to Team A, List B to Team B. Tell students to try
to memorize the simple past forms of the verbs. After three minutes, take the lists away.
2. On the board, make two lists of the base forms of some of the verbs. Each list should have the
same verbs but arranged in a different order.
3. Have a representative from each team go to the board and choose any verb to write in the past.
4. Each student should write only one verb, but he or she may correct the previous student’s
answer. The first team to give all the correct answers wins.
List A List B
1. am, is was 7. tell told 1. get got 7. go went
2. are were 8. take took 2. do did 8. are were
3. write wrote 9. have had 3. have had 9. tell told
4. think thought 10. go went 4. spend spent 10. think thought
5. come came 11. spend spent 5. write wrote 11. come came
6. do did 12. get got 6. am, is was 12. take took

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 Word list
Let’s get started. count, 9 beaches, 24 costume party, 42
baby, 4 dance, 10 behind, 27 decide, 45
beautiful, 4 draw, 10 between, 26 gossip, 42
big, 4 drive, 10 bookstore, 25 invite, 42
black, 2 erase, 12 bus stop, 25 last Monday, 43
blue, 2 help, 8 dance club, 24 last month, 43
board, 3 piano, 11 dolphins, 26 last night, 43
book, 3 play soccer, 10 drugstore, 25 last week, 43
boy, 4 play the guitar, 10 eat out, 30 last year, 43
brown, 2 ride a bike, 10 go shopping, 30 lemonade, 45
crayons, 3 rude, 6 go to a party, 30 stop, 44
desk, 3 sing, 10 go to the movies, 30 stop by, 44
dime, 4 skateboard (v.), 10 hang out, 28 suggest, 42
dollar, 4 speak, 10 mall, 25 surprise party, 42
door, 3 swim, 10 movie theater, 25 three days ago, 43
eraser, 3 museum, 24 want, 42
floor, 3 Unit 2 next to, 27 yesterday, 42
folders, 3 alarm, 14 on the corner of, 27
girl, 4 after that, 14 paradise, 24 Unit 6
green, 2 always, 14 park, 24 actor, 58
handsome, 4 banana, 14 place, 24 animator, 56
man, 4 brush teeth, 14 pool, 26 appliance, 58
markers, 3 cereal, 14 post office, 25 carpenter, 57
nickel, 4 check e-mail, 17 restaurant, 24 dentist, 57
notebook, 3 comb/brush hair, 16 some, 24 doctor, 57
notepad, 3 do homework, 16 supermarket, 25 driver, 57
old, 4 early, 17 there is/are, 24 dude, 52
orange, 2 eat or have breakfast, 14 visit, 24 electrician, 57
pair of scissors, 3 eat or have dinner, 16 watch a DVD, 30 engineer, 58
pen, 3 finally, 16 waterfalls, 26 glad, 52
pencil, 3 first, 14 zoo, 24 hairdresser, 57
penny, 4 get dressed, 14 handymen, 57
poster board, 3 get home from school, 16 Unit 4 mechanic, 57
quarter, 4 get up, 14 bathroom, 35 nun, 54
red, 2 go to bed, 16 bathroom scale, 40 nurse, 57
ruler, 3 go to school, 16 bedroom, 34 painter, 54
short, 4 late, 14 bored, 39 pilot, 57
small, 4 never, 14 bothering, 34 police officer, 58
student, 3 next, 16 dining room, 35 repairmen, 58
tall, 4 nothing much, 16 downstairs, 35 scientist, 54
teacher, 3 often, 17 garage, 35 technician, 58
teenager, 4 rarely, 17 grumpy, 34 virtual reality, 58
wall, 3 seldom, 17 kitchen, 35 web designer, 57
week, 2 sleep, 14 living room, 35
weekend, 2 sometimes, 14 oven, 40
white, 2 start, 14 refrigerator, 40
window, 3 take a shower, 14 stairs, 35
woman, 4 then, 14 upstairs, 35
yellow, 2 usually, 14
young, 4 wake up, 17 Unit 5
watch TV, 16 a few minutes ago, 43
Unit 1 a month ago, 43
act, 10 Unit 3 a week ago, 43
borrow, 12 across from, 26 a year ago, 43
break dance, 11 any, 28 agree, 44
can, 6 bank, 25 cake, 45

70 Word list

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 Language Booster answer key

LANGUAGE BOOSTER ANSWER KEY

Workbook 11 2
Let’s get started. 2. three cents or 3¢ Answers may vary. Possible answers:
3. $4 2. It’s twelve. OR It’s twelve o’clock.
1 4. one dollar or $1 OR It’s noon. OR It’s midnight.
1. 4 4. 13 5. ten cents or 10¢ 3. It’s twenty to six.
2. 7 5. 16 6. forty dollars or $40 4. It’s twenty after seven.
3. 10 6. 20 5. It’s one-thirty.
12
6. It’s a quarter to seven.
2 2. notebook, desk
7. It’s a quarter after twelve.
The following should be filled in: 3. new
8. It’s ten after nine.
4. is
Aa Bb Cc Dd Ee Ff Gg Hh Ii
5. on 3
Jj Kk Ll Mm Nn Oo Pp Qq Rr
3. Don’t sit 6. Don’t talk
13
Ss Tt Uu Vv Ww Xx Yy Zz 4. Walk 7. Play
2. My brother plays basketball every
Aa, Ee, Ii, Oo, and Uu should be 5. Sing 8. Don’t listen
day.
circled. 3. The food at that restaurant tastes 4
3 fantastic! 2. h 6. b
2. February 8. August 4. Can you come to the movies? 3. a 7. g
3. March 9. September 4. e 8. c
14
4. April 10. October 5. f
2. Good morning!
5. May 11. November 3. Good evening! 5
6. June 12. December 2. open 4. don’t cry
7. July 3. Take 5. Hurry up
Unit 1
4 1 6
Tuesday 2. Call 4. Don’t feed
Thursday 3. Wash 5. Listen
Friday
7
5 2. Don’t put those books away after
2. orange 5. yellow you read them.
3. white 6. black 3. Close the car window.
4. blue 1. 2.
4. Don’t let your sister ride your
6 bicycle.
2. desk 5. window 5. Don’t call your grandmother
3. door 6. board before you get home from school.
4. teacher 6. Leave your notebook on the desk.

7 8
2. eraser 2. Please be quiet.; make a polite
3. pair of scissors request
3. 4.
4. notebook 3. Take out your books and turn to
5. pencil page 8.; give instructions
6. ruler 4. Please come in.; make a polite
request
8 5. Come here.; give an order
2. your book 4. hand 6. Wake up!; give an order
3. down 5. your book
9
9 2. can juggle
2. f 5. a 5. 6.
3. can dance
3. e 6. c 4. can drive
4. d 5. can play the violin
10 6. can skate
2. dirty 10
3. old 2. Cheryl can’t play the guitar.
4. tall 3. Alfredo can’t ride a horse.
5. big 4. Isaiah can’t draw the family dog.
6. young 7. 8.
5. Rosalia can’t write an opera.
6. He can’t fix a car.

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 7
LANGUAGE BOOSTER ANSWER KEY
11 A: Why not?
2. Can Corrine speak English? B: Because I don’t have any Answers may vary. Possible answers:
3. Can he swim? money. 2. Then he takes a shower.
4. Can Anne drive? 3. 4 It’s 2:00 A.M. Good night. 3. After that, he eats breakfast.
5. Can they play the guitar? 1 Can I come in for a few 4. Next, he leaves for school.
6. Can he ride a bike? minutes? 5. After that, he waits for the bus.
7. Can he act? 3 What time is it? 6. Finally, he gets to school at nine
8. Can she dance? 2 Not right now. It’s too late. o’clock.
12 A: Can I come in for a few 8
2. Can Juliet play tennis? minutes? Answers will vary.
3. Can Gino and May speak two B: Not right now. It’s too late.
A: What time is it? 9
languages?
B: It’s 2:00 A.M. Good night. 2. rarely
4. Can Ivan explain the math
4. 2 No. I’m sorry. 3. often
homework?
4 Because I don’t like heavy 4. sometimes
5. Can Gianna plan Mina’s birthday
metal. 5. usually
party?
1 Can I play this CD? 6. never
6. Can Keyshawn and Jamie paint
the whole bedroom? 3 Why not? 10
7. Can Dmitri do cool skating tricks? A: Can I play this CD? 2. usually
8. Can Colin and Vanessa take books B: No. I’m sorry. 3. often
to the library? A: Why not? 4. sometimes
9. Can you help me right now? B: Because I don’t like heavy 5. rarely/seldom
10. Can Shane run fast? metal. 6. never
13 11
2. can; do Unit 2 2. My father is never late for work.
3. can; listen to 1 3. Simon sometimes eats a banana
4. can; sing 2. c 6. a for breakfast.
5. games; play 3. b 7. h 4. I usually watch TV in the
6. can; name 4. g 8. f evenings.
5. d 5. My sister often walks to school.
14
6. We always go to bed before
2. What languages can you speak? 2
midnight.
3. What sports can you play? Answers will vary.
7. Bob rarely works in the evening.
4. Can dances can you do?
5. What songs can you sing? 3
12
6. What animals can you draw? 2. take a shower
Answers will vary.
7. What languages can she 3. have breakfast
understand? 4. brush my teeth 13
8. What countries can they name? 5. watch TV Answers will vary.
6. leave the house
15 14
7. get home from school
2. d A.
8. do my homework
3. a 2. She babysits for Mr. and Mrs.
4. c 4 Rivas.
Answers will vary. 3. She goes to soccer practice.
16 4. No. Marta does her homework
1. 2 Sure. Here it is. 5
between 3:30 and 5:00 on Tuesday.
1 Can I play your guitar? Answers may vary. Possible answers:
5. No. Marta does her homework on
4 OK. Let’s hear it. 2. first, go to the library
Tuesday at 3:30.
3 Thanks. I can play my then take out a book
6. Marta goes to bed at 10:00 P.M.
favorite song. after that, read a book
B.
3. then take a shower
A: Can I play your guitar? Answers will vary.
first, wake up
B: Sure. Here it is. after that, comb/brush your hair 15
A: Thanks. I can play my favorite 4. then go to school 2. What do you always do after
song. first, get on a bus school?
B: OK. Let’s hear it. after that, go to a class 3. How many hours do you usually
2. 4 Because I don’t have any 5. first, eat breakfast sleep a night?
money. after that, have dinner 4. What do you always do in the
2 No, I’m afraid you can’t. then have lunch evening?
1 Can I borrow five dollars? 5. How much time do you usually
3 Why not? 6
spend on homework?
Answers will vary.
A: Can I borrow five dollars? 6. When do you usually go to bed?
B: No, I’m afraid you can’t.
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 16 4 10

LANGUAGE BOOSTER ANSWER KEY

2. Because we never go out. 2. a 5. b 2. No, there are no restaurants
3. Well, we never go out on 3. e 6. d 3. Yes, there is a movie theater
weekdays. 4. g 7. f 4. No there isn’t a museum
4. He usually goes to a soccer game 5. Yes, there are stores
5
on Saturday.
2. visit 11
5. No, I hate it!
3. hang out 2. Are there; there are
6. Yes, sometimes, but I always pay
4. go shopping 3. Is there; Yes, there is.
for the tickets.
5. eat out 4. Is there; No, there isn’t.
7. Because he looks like Brad Pitt!
6. watch a film / movie
12
17 7. have a party
Answers may vary. Possible answers:
2. often
6 1. Is there; there is; on Castle Road
3. always
2. across from 2. Is there; there is; is it; on the corner
4. sometimes
3. in front of of Court Road and Park Road
5. never
4. behind 3. Is there; Yes, there is.; is it; It’s on
6. always
5. between Market Street. / It’s next to the
6. next to supermarket on Market Street.
Unit 3
1 7 13
Answers may vary. Possible answers: 2. Is there a library on Paul Street?
M D R U G S T O R E 2. The supermarket is next to the art 3. Are there any malls in this area?
O U P R O U B L O B museum. 4. Is there a bank next to the post
V P S O A P H A R O 3. The drugstore is behind the post office?
I O N E X E N O N O office. 5. Is there a restaurant across from
E S U B U R A N E K 4. The art museum is between the the bookstore?
supermarket and the post office. 6. Are there any parks in this part of
T T F U R M I T O S
5. The zoo is on the corner of town?
H O L S M A L L I T
Palmetto Avenue and Coral Way. 7. Is there a drugstore on the corner
E F A S T R W O X O 6. The Korean restaurant is on Coral of Paul Street and First Avenue?
A F E T Y K L O M R Way. 8. Is there a restaurant next to the
T I F O R E B R U E movie theater?
8
E C A P E T R A C H 9. Are there any dance clubs on
2. The movie theater is across from
R E S T A U R A N T Second Avenue?
the zoo on Palmetto Avenue.
10. Is there a post office across form
3. The YMCA is on the corner of
2 the movie theater?
Palmetto Avenue and Coral Way.
2. bank
4. The Japanese restaurant is next to 14
3. drugstore
the Korean restaurant on Coral Way. B: No. I don’t like Vince Vaughn.
4. supermarket
5. The movie theater is across from B: OK. That sounds cool. I like
5. movie theater
the supermarket on Coral Way. parties.
6. restaurant
6. The zoo is across from the YMCA A: Great! I like parties too. Let’s go.
7. post office
on Coral Way.
8. library 15
7. The Korean restaurant is on the
2. Would you like; Great idea!
3 corner of Miami Avenue and Coral
3. Let’s go; Sorry, I can’t.; Would you
1 3 Way.
R D like
4 2 6
8. The art museum is between the
E B M P A R K 4. Sorry, I can’t.; Would you like
5
supermarket and the post office on
S O Z O O U 5. Let’s go; Great idea!
Coral Way.
T O V G
7
9. The supermarket is on the corner 16
B A N K I S
8
of Coral Way and Palmetto 2. Let’s go to the new amusement
U S U P E R M A R K E T
Avenue. park!
R T T O
10. The Japanese restaurant is between 3. No. It’s not messy.
A O H R
the Korean restaurant and the 4. It’s 4:45. The movie starts in five
N R E E
9
movie theater on Coral Way. minutes.
T E M A L L
5. I’m sorry. I don’t like noisy places.
T 9
10 6. Let’s play tennis.
M U S E U M 2. F 6. F
R 3. F 7. T
4. T 8. F
5. T

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 5 9
LANGUAGE BOOSTER ANSWER KEY
Skills Development 1
1 2. Rosa is studying English now.; 2. I’m painting
2. d 5. b She isn’t sleeping. 3. They’re helping
3. f 6. g 3. The children are doing their 4. He’s listening
4. a 7. c homework.; They’re not / They 5. They’re studying
aren’t watching TV. 6. He’s working
2 4. You’re listening to rock music.;
2. 2 7. 1 10
You’re not / You aren’t talking.
3. 2 8. 3 2. What are your friends talking
5. It’s raining today.; It’s not / It isn’t
4. 1 9. 4 about?
snowing.
5. 4 10. 6 3. What is your sister putting up?
6. Anton is writing a paper.; He’s not /
6. 5 4. What is Keisha bringing?
He isn’t reading a book.
5. What is your mom cooking?
7. The twins are sleeping.; They’re
3 6. What is your aunt baking?
not / They aren’t eating.
2. on his desk 7. What is your brother begging you
8. My brother and I are playing
3. his friends to do?
tennis.; We’re not /We aren’t
4. juice and some fruit 8. What are you thinking about?
swimming.
5. by bus
6. 8:28 11
6
7. Because he can’t use it in class. 2. Come and look at this, Miguel!
Answers may vary. Possible answers:
8. He goes upstairs to do his 3. It’s a snake. Be careful.
2. Omar is writing a letter.
homework. 4. No. It’s sleeping in the sun.
3. Tetsuo is eating a hot dog.
5. No, it isn’t. It’s only a grass snake.
4. Mary and Nicole are talking.
4 6. Don’t worry! Look. It’s going
5. Paul and Rodrigo are playing
Answers will vary. away.
soccer.
6. Sophia is swimming in the ocean. 12
Unit 4 7. David is running. 2. No, they’re playing video games.
1 8. Sue and Omar are sitting under 3. He is in his bedroom doing his
2. living room 7. stairs the umbrella. homework.
3. kitchen 8. upstairs 4. He is painting the garage.
4. garage 9. dining room 7
5. No, they’re talking on their cell
5. downstairs 10. bedroom 2. are 5. aren’t
phones.
6. garden 3. is 6. aren’t
6. She’s watching TV in the living
4. not
2 room.
8 7. She’s cleaning the bathroom
B E D R O O M
2. A: Is Rosa studying English now? upstairs.
A I K B: Yes, she is. 8. They’re making dinner in the
T N U I A: Is she sleeping? kitchen.
H I P T B: No, she isn’t. / No, she’s not. 9. No, she’s doing the dishes.
3. A: Are the children doing their
R N S T A I R S C 13
homework?
O G T H 2. ’m driving
B: Yes, they are.
O R G A R A G E 3. is skating
A: Are they watching TV?
4. ’s listening to
M O I N B: No, they aren’t. / No, they’re not.
5. ’s coming
D O W N S T A I R S 4. A: Are you listening to music?
M S B: Yes, I am. 14
A: Are you talking? Answers may vary. Possible answers:
living room, garden B: No, I’m not. 2. he’s sleeping upstairs.
3 5. A: Is it raining today? 3. Everyone’s watching TV in the
2. living room 6. bedrooms B: Yes, it is. living room.
3. dining room 7. bathroom A: Is it snowing? 4. He’s parking his car in the garage.
4. garden 8. stairs B: No, it isn’t. / No, it’s not. 5. I’m planting the flowers in the
5. garage 9. downstairs 6. A: Are my brother and I playing garden.
tennis? 6. He’s taking a shower in the
4 B: Yes, you are. bathroom.
2. chatting 10. swimming A: Are we swimming? 7. My mom’s preparing dinner in the
3. helping 11. using B: No, you aren’t. / No, you’re not. kitchen.
4. relaxing 12. writing
8. No, they aren’t. They’re playing
5. running 13. dancing
video games downstairs.
6. shining 14. shopping
9. They’re sleeping in the bedroom.
7. sitting 15. singing
8. sleeping 16. working
9. studying

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 10

LANGUAGE BOOSTER ANSWER KEY

Unit 5 7. The knives were on the table in the
8

1
L
2. Who did the students gossip about kitchen.
A
1
L A S T
6
Y E A R S
after school today? 8. The students weren’t at the
A E
2
L
7
A S T N I G H T 3. Who smiled at her in the concert last Saturday night.
S S W M supermarket yesterday?
3
T T E O
4. Where did you wait for the new
W
3
A F E W M I N U T E S A G O N Answers will vary.
E R K T
student?
E D
4
A Y E A R A G O H 5. When did the train from the city 4
K A G arrive? 2. Yes, they were.
5
Y A M O N T H A G O
6. What book did you read last 3. No, she wasn’t.
three days ago summer? 4. No, he wasn’t.
5. Yes, they were.
2 11
6. Yes, they were.
2. Yesterday 2. What city did you visit yesterday
7. No, he wasn’t.
3. Last year morning?
8. Yes, she was.
4. last night 3. What city did you visit this
5. three days ago morning? 5
6. last month 4. What city did you visit on 2. were 5. was
Monday evening? 3. were 6. were
3 5. What city did you visit last night? 4. was
Answers will vary. 6. What city did you visit on
Monday morning? 6
4 2. Were Jonathan and Claudio happy
2. talked 7. cooked 12 to help?
3. tried 8. cried No, he didn’t. I stayed home alone. 3. Was Caroline on vacation?
4. kissed 9. arrived No, I didn’t. 4. Was your Aunt Espi at home?
5. looked 10. worried Well, I watched a movie last weekend. 5. Was the bank next to the restaurant?
6. wanted You watched the movie with me, 6. Was Zachary at the zoo last
5 Andrew! weekend?
2. invited 7. watched 13 7
3. walked 8. argued 3. Did 8. stop 2. write 5. sit
4. helped 9. stopped by 4. go 9. wanted 3. pay 6. sleep
5. decided 10. picked up 5. exercised 10. did 4. tell
6. agreed 6. skated 11. decide
8
6 7. did 12. returned
2. went; I 6. left; I
2. Mozart and Beethoven didn’t sing 14 3. helped; R 7. took; I
songs.; They composed music. Answers will vary. 4. spent; I 8. liked; R
3. George Washington didn’t play 5. jogged; R
soccer.; He served as president of 15
the United States. 1. noun; Other answers will vary. 9
4. Cleopatra didn’t dance ballet.; She 2. verb; Other answers will vary. 2. The students didn’t have a party
ruled as queen of Egypt. 3. adjective; Other answers will vary. last week.
4. adverb; Other answers will vary. 3. I didn’t leave the house two hours
7 5. pronoun; Other answers will vary. ago.
2. Did; study; didn’t 6. preposition; Other answers will vary. 4. You didn’t say, “Thank you.”
3. Did; like; she did 5. We didn’t read that book last year.
4. Did; play; they did Unit 6 6. My friend didn’t tell me to do it.
8 7. Olga didn’t do all the planning for
1
2. Did; exercise; No, he didn’t. the concert.
2. was 5. was
3. Did; shop; No, she didn’t. 8. Marlon didn’t spend all afternoon
3. weren’t 6. were
4. Did; work out; Yes, they did. playing video games.
4. wasn’t
9 10
2
2. did; play 2. The kittens were in the box in the 2. had 6. read
3. did; talk to living room. 3. walked 7. spent
4. did; travel 3. That English test was so easy. 4. got 8. went
5. played 4. Your camera wasn’t upstairs in the 5. came
bedroom.
5. I thought your brothers were at
the mall.
6. Ornella was the girl in the pink
dress.

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 16
LANGUAGE BOOSTER ANSWER KEY
11 3
Answers may vary. Possible answers: 2. pilot 7. technician 2. c
Mother: You didn’t come home on 3. doctor 8. hairdresser 3. b
time. 4. web designer 9. nurse 4. b
Rob: I came home early. 5. driver 10. engineer 5. a
Mother: You didn’t go to the 6. carpenter
4
supermarket.
Answers will vary.
Rob: I went to the supermarket 17
4
yesterday. W
Mother: You didn’t do your homework. 5 Grammar Builder
D R I V E R
Rob: I did my homework yesterday. Unit 1
B
Mother: You didn’t take the books 1
D
back to the library. 6 2. Turn right.
C A R P E N T E R
Rob: I took them back yesterday. 3. Go this way.
Mother: You didn’t get stamps. S
4. Don’t dive.
1 7
Rob: I got them yesterday. M T E C H N I C I A N 5. Don’t swim.
Mother: You didn’t spend time with E G 6. Don’t park.
your little brother. C
2
P N
Rob: I spent time with him yesterday. 2
8 3
H A I R D R E S S E R 2. f
12 A L O R 3. e
Answers may vary. Possible answers: N O C 4. b
2. Yes, she did. She got a new TV.; I T T
5. d
No, they didn’t. They didn’t get a 6. c
C O
new TV. 9
7. a
N U R S E
3. Yes, she did. She woke up late.; 8. g
No, they didn’t. They didn’t wake engineer
up late. 3
4. No, she didn’t. She didn’t come 18 2. Don’t be late.
home early.; Yes, they did. They 2. technician 3. ✓
came home early. 3. pilot 4. ✓
5. No, she didn’t. She didn’t take a 4. carpenter 5. Don’t give your phone number to
walk.; Yes, they did. They took a 5. mechanic strangers.
walk. 6. hairdresser 6. ✓
7. driver 4
13 8. nurse
2. Did you go to a party? Answers may vary. Possible answers:
3. Oh, really? Where was it? 1. Wake up at a quarter after seven.
Skills Development 2 2. Eat breakfast at twenty-five after
4. Did you meet anyone interesting?
5. Oh, does Jake live around here? 1 seven.
6. What’s he into? 2. h 3. Go to school at ten to eight.
7. Cool! Are you going to see him 3. d 4. Eat lunch at twelve o’clock.
again? 4. g 5. Get home at a quarter to three.
5. a 6. Play soccer at twenty after four.
14 6. b 7. Take a shower at twenty-five to six.
Answers may vary. Possible answers: 7. e
1. A: Did you go to the zoo? 5
8. j
B: Yes, I did. 2. can; can’t
9. c
2. A: What animals did you see 3. can’t; can
10. i
there? 4. can; can’t
B: I saw lions, monkeys, and 2 5. can’t; can
elephants. 2 Their daughter Annie was born. 6. can; can’t
3. A: Did you have a good time? 1 Sarah Pardee and William
6
B: Yes, I had a great time. Winchester got married.
2. They can draw.
6 Sarah bought a house in
15 3. He can ride a bike.
California.
Answers will vary. 4. They can skateboard.
7 Sarah died.
5. She can play the guitar.
5 Sarah saw a spiritualist.
4 William Winchester died. 7
3 Annie died. Answers will vary.

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 3 3

LANGUAGE BOOSTER ANSWER KEY

Unit 2
1 Answers may vary. Possible answers:
Answers may vary. Possible answers:
2. First, she walks to the bus stop.
Then she takes the bus to school.
After that, she goes to her first
class.
3. First, he gets home from school at
2:30. Then he has a snack. After
that, he meets his friends at 3:30.
4. First, we eat dinner at 7:00. Then
we wash the dishes. After that, we
watch TV.
2 5.
Answers will vary.
3 2. Clara and Flora are doing
2. She is never at work after 5 P.M.
3. We are usually in bed by 10
o’clock.
4. They are sometimes with their
grandmother.
5. I am often at school at 7:45 A.M.
6. You are sometimes on my school
bus.
7. He is always at the library after
school.
8. You are seldom in bed by 9 P.M.
4 A: She’s reading a book.
2. There is often a hockey game on
Saturday afternoon.
3. I am rarely hungry in the morning.
4. Ramon sometimes plays soccer
after school.
5. I seldom put salt on my pizza.
6. Our math teacher is often very
funny.
7. There are never many people in
my karate class.
2. you’re not / you aren’t
2. It’s between the post office and the 3. she is
drugstore. 4. they’re not / they aren’t
3. It’s next to the bank. 5. you’re / we’re not / you / we aren’t
4. They are in front of the bank. 6. he is
5. It’s behind the post office.
4
6. It’s on Morgan Avenue.
Answers may vary. Possible answers:
7. It’s on the corner of Morgan
2. Are David and Mr. Barnes playing
Avenue and West Street.
video games?
4 3. Is Lauren dancing?
3. There’s a post office. 4. Is Robert listening to music?
4. There’s a supermarket. 5. Is the dog playing?
There isn’t a bus stop.
5
6. There aren’t any parks.
Answers may vary. Possible answers:
7. There’s a drugstore.
8. There isn’t a hospital.
homework.
9. There are stores.
3. Raul is watching TV.
10. There are trees.
4. Mr. Blanco is reading the
11. There aren’t any Korean restaurants.
newspaper.
12. There’s a museum.
6
5
Answers may vary. Possible answers:
Answers may vary. Possible answers:
2. Q: What are Gus and Larry doing
2. A: Is there a movie theater in the
in the garage?
area?
A: They’re fixing the car.
B: Yes, there is. There’s a movie
3. Q: What is Anya doing in the
theater on the corner of Morgan
living room?
Avenue and West Street.
3. A: Is there a bus stop in the area?
4. Q: What are Mr. and Mrs.
B: No, there isn’t.
Goldman doing in the dining
4. A: Is there a supermarket in the
room?
area?
A: They’re eating dinner.
B: Yes, there is. There’s a
5. Q: What is Sam doing in the
supermarket on the corner
bathroom?
of Green Street and Morgan
A: He’s washing his face.
Avenue.
6. Q: What’s Erin doing in her
5. A: Are there any malls in the area?
bedroom?
B: No, there aren’t.
A: She’s sleeping.

5 Unit 4
Unit 5
Answers will vary. 1
1
Answers may vary. Possible answers:
6 2. watched
2. They’re doing math.
Answers will vary. 3. kissed
3. She’s eating.
4. reached
4. He’s using the computer.
Unit 3 5. spilled
5. She’s sleeping.
6. asked
1 6. They’re dancing.
7. lasted
1. in
2 8. walked
2. in; on
3. are reading 9. washed
3. in; on
4. are not sleeping 10. traveled
4. on; in
5. are not enjoying
2
2 6. is taking
2. You didn’t watch your favorite
2. across from 7. are smiling
show last Thursday.
3. between; and 8. is not studying
3. I didn’t kiss my mom on the cheek.
4. next to 9. are sitting
4. Gretchen didn’t reach in her bag
5. behind 10. are not using
for a pencil.
6. in front of
5. Bryan didn’t spill his milk on the
floor.
6. He didn’t ask to get his money back.

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 7 4
LANGUAGE BOOSTER ANSWER KEY
7. The movie didn’t last for two hours.
8. We didn’t walk along the beach a Answers may vary. Possible answers: 2. No, they weren’t.
month ago. 3. did the woman drop the box?; She 3. No, we weren’t.
9. I didn’t wash the car yesterday. dropped the box in front of a red 4. Yes, we were.
10. Bethany didn’t travel to Greece sports car. 5. No, he wasn’t.
last year. 4. did the store clerk open the door?; 6. Yes, I was.
He opened the door after the 7. Yes, they were.
3
accident. 8. Yes, she was.
3. played
4. didn’t study 8 5
5. missed Answers may vary. Possible answers: Answers will vary.
6. counted 1. Who stepped in front of a red
6
7. didn’t stay sports car?
2. flew
8. cried 2. Who was scared?
3. came
9. didn’t live 3. Who dropped the box?
4. didn’t go
10. visited
5. left
4 Unit 6 6. put
2. Did Felix stay in Costa Rica last 1 7. didn’t sit
summer? 2. were 8. bought
3. Did David and I visit your 3. were 9. ran
apartment two years ago? 4. was 10. didn’t eat
4. Did they call an hour ago? 5. were
6. was 7
5. Did she watch the movie yesterday?
7. was 2. Did Anita buy
6. Did I arrive at that airport last year?
3. Did your family eat
7. Did I put my backpack on the
2 4. Did the teenagers see
table a few minutes ago?
2. wasn’t 5. Did you and your friends run
8. Did you go to school yesterday
3. weren’t 6. Did the kids laugh
morning?
4. wasn’t 7. Did the grandparents bring
9. Did she study last night?
5. wasn’t 8. Did the teacher tell
5 6. weren’t 9. Did Michael do
2. he did 7. wasn’t 10. Did Paco and Dolores give
3. I didn’t 8. wasn’t
9. weren’t 8
4. we / you did
10. weren’t 3. it wasn’t; was
5. I did
4. I did
6. she didn’t
3 5. they didn’t; left
7. I did
2. Were they watching TV two hours 6. I wasn’t; hurt
8. she didn’t
ago? 7. you didn’t; took
9. you did
3. Was I at that train station last year? 8. she did
6 4. Were you at rehearsal this afternoon? 9. you did
2. It happened in front of Best 5. Was my hat on the counter last
night? 9
Computers.
6. Was Amelie in Paris this past winter? Answers will vary.
3. The store clerk stepped out in
front of the store. 7. Was he at the beach last week?
4. The woman dropped the box with 8. Were Luis and I at your house four
her new computer in it. months ago?

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 Name ___________________________________________________________________________ Date __________________________

LET’S GET STARTED TEST

Let’s get started test
A. Cross out the word or letter that does not belong in each group. (1 point each)

Ex: one she five ten 6. a e m o

1. beautiful tall small boy 7. s b v u

2. write pencil listen look 8. a the an pen

3. Saturday January April November 9. desk boy girl man

4. nickel baby quarter penny 10. green orange baby yellow

5. morning evening book afternoon

B. Unscramble the letters to form words for people. (1 point each)

Ex: oby boy 2. enetgaer 4. byab

1. rilg 3. nmowa 5. anm

C. Write the words in numbers. (1 point each)

Ex: three 3 3. eight 6. seven 9. eleven

1. four 4. one 7. five 10. nine

2. six 5. two 8. ten 11. twelve

D. Write the correct name from the box for each numbered month. (2 points each)

April August December February January October

Ex: 10 = October 2. 1 = 4. 4 =

1. 12 = 3. 2 = 5. 8 =

E. Fill in the blanks with the missing days of the week. (2 points each)

(Ex:) (1) (2) (3)

Sunday Tuesday Thursday Saturday

F. Label the classroom objects. (2 points each)

Ex: board 1. 2. 3. 4.

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 Name ___________________________________________________________________________ Date __________________________
UNIT 1 TEST

Unit 1 test
Vocabulary Grammar
A. Write the times in numbers. (1 point each) D. Unscramble the questions. (3 points each) Then
write a short affirmative or a negative answer.
Ex: twenty after six 6:20
(2 points each)
1. four thirty Ex: German / he / speak / Can / ?
2. twenty-five after eight A: Can he speak German?
3. five after six B: (Yes) Yes, he can.
4. ten after four 1. she / Can / piano / the / play / ?
5. a quarter to nine A:
6. twenty to three B: (No)
B. Write the times in words. (2 points each) 2. sing / Spanish / Can / song / in / a / you / ?

A:

B: (Yes)

ten after six . 1. It’s 3. board / I / erase / the / Can / ?

Ex: It’s .
A:

B: (No)

4. I / pen / your / Can / use / ?

2. It’s . 3. It’s . A:

B: (Yes)

Communication
4. It’s . 5. It’s .
E. Circle the letters of the correct responses.
C. Complete the sentences with words from the box. (2 points each)
(1 point each)
Ex: Would you like to come?
dance ride drive draw play speak a. Sure. b. You’re welcome.

1. It’s good to see you.

Ex: My friend can drive a car. a. I can’t see. b. Nice to see you, too.
1. She can three languages. 2. You can come with us.
a. Really? Thanks. b. Don’t be rude.
2. I can’t the guitar.
3. Look who’s here!
3. Bob knows how to a bike. a. Hi! b. You’re welcome.
4. Carmen can the samba. 4. Is this a bad time to come?
5. Ask Robert to a picture for us. a. Let’s go. b. No, it’s OK.

5. Can I borrow your pencil?

a. No, you don’t. b. Sure.

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UNIT 2 TEST
Unit 2 test
2. We get up early on school days. (always)
Vocabulary
A. Look at the pictures. Write what the boy does 3. She goes to the movies on Saturdays. (sometimes)
every day. (3 points each)

4. I am hungry in the morning. (always)

5. My friends are at my house. (often)

Ex: He gets up. 1.

D. Unscramble the sentences. (3 points each)

Ex: sometimes / I / late / school / for / am / .

I am sometimes late for school.

1. falls / class / He / never / asleep / in / .

2. 3.

2. usually / My / family / dinner / together / has / .

4. 5.
Communication
E. Complete the conversation with questions from
the box. (2 points each)
Grammar
What do you do on Sundays?
B. Rewrite sentences 1–5 in Exercise A using after What time do you get up?
that, finally, first, next, and then. (2 points each) What time do you usually go to bed?
What do you usually eat for breakfast?
Ex: First, he gets up.
What do you do in the afternoon?
1. How many hours of TV do you watch each day?

2. Tim: (Ex:) What do you do on Sundays?

3. Maria: Nothing much. I usually get up late.

4. Tim: (1)
Maria: Oh, I never get up before 11 A.M.
5.
Tim: (2)
C. Rewrite the sentences using the adverbs of Maria: I usually have cereal and orange juice.
frequency in parentheses. (2 points each)
Tim: (3)
Ex: He stays home on Sundays. (often) Maria: I usually watch TV.
He often stays home on Sundays. Tim: (4)
Maria: Not many. About two hours, I guess.
1. They are late to school. (never)
Tim: (5)
Maria: I usually go to bed at ten.

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 Name ___________________________________________________________________________ Date __________________________
UNIT 3 TEST

Unit 3 test
C. Rewrite the affirmative sentences in the negative
Vocabulary and the negative sentences in the affirmative.
(2 points each)
A. Fill in the blanks with words from the box. Ex: There are some parks near here.
(2 points each)
There aren’t any parks near here. .
bank museum bus stop 1. There are some bus stops on this street.
mall bookstore supermarket
movie theater post office drugstore
restaurant zoo
2. There aren’t any movie theaters near my house.

Ex: You can see artwork at a museum .

1. You can eat in a . 3. There isn’t a drugstore on Main Street.

2. People save their money in a .

3. There are a lot of stores in a . 4. There is a museum on the corner.

4. People wait for buses at a .

5. You can buy medicine in a . 5. There are some restaurants near the zoo.

6. People watch movies at a .

7. You mail letters and packages at a .

8. You can buy books in a . Communication

9. There are lots of animals in a .
D. Complete the conversation with expressions from
10. You can shop for food in a ____________. the box. (2 points each)

Let’s go tomorrow then.

Grammar Sorry, I can’t.
Oh yeah.
Let’s go there this afternoon.
B. Fill in the blanks with there is (isn’t) / there are
It’s across from the video game store.
(aren’t), or Is there / Are there. (2 points each)
Good idea!
Boy: (Ex:) Are there any parks near your house?
Tina: Hey, Bob! There’s a new bookstore at the mall.
Girl: Yes, (1) . (2) one
on Ford Street and one on Maine Avenue. (Ex:) Let’s go there this afternoon.

Boy: Cool. (3) a public pool? Bob: (1) I have a lot of

homework today.
Girl: No, (4) . But (5) Tina: Oh, OK.
some tennis courts.
(2)

Bob: (3)
Where is this new bookstore?

Tina: (4)
Bob: (5) I know where
it is.

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UNIT 4 TEST
Unit 4 test
6.
Vocabulary 7.

A. Write the room or part of the house next to each

description. (1 point each)
Communication
living room bedroom kitchen
bathroom garage upstairs D. Complete the conversation with expressions from
dining room stairs the box. (2 points each)

They’re working on the car.

Ex: It’s above the first floor.
1. We sleep in this room.
2. Our car is here.
3. We eat dinner in this room.
4. We cook here.
upstairs I think she’s using the computer.
Sally’s using the computer.
Dad’s helping mom.
So Maria’s watching them.
I’m looking for Maria.
Dan: (Ex:) I’m looking for Maria.

5. We go up and down these. Laura: (1)

6. We take showers here. Dan: No, she isn’t. (2)

Laura: Oh. Is she helping mom in the kitchen?
7. We relax and watch TV here.
Dan: No. (3)
Laura: Maybe she’s in the garage. Tony and Mike are
Grammar down there.
Dan: What are they doing in the garage?
B. Fill in the blanks with the present continuous form
of the verb in parentheses. (2 points each) Laura: (4)

Dan: Oh, right. (5)

Ex: Katie (play) is playing the guitar.
E. Match the questions with the answers. Write the
1. Paul (read) in the living room.
letters. (1 point each)
2. Hey, you (sit) in my chair!
c Ex: What are your a. Right now.
3. I (have) a good time in Miami. parents doing?
4. They (watch) TV now. 1. Why is she in the b. You’re bothering
kitchen? me.
5. Look! She (smile) at me!

6. We (shop) at the mall right now. 2. Who is he talking c. They’re

to? watching TV.
7. I (do) my homework.
3. What are you d. She’s making
C. Rewrite the sentences in Exercise B in the negative. watching? lunch.
(2 points each)
4. Why are you so e. A music video.
Ex: Katie isn’t playing the guitar. grumpy?

1. 5. When are you f. He’s talking to

leaving? Allen.
2.

3.

4.

5.

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 Name ___________________________________________________________________________ Date __________________________
UNIT 5 TEST

Unit 5 test
Vocabulary Grammar
A. Match the acronyms and emoticons to their C. Fill in the blanks with the past forms of the verbs.
meanings. Write the letters. (1 point each) (1 point each)

f Ex: cry cried 6. invite

Ex: a. Got to go.

1. b. See you later. 1. talk 7. play

2. ASAP c. I’m sad. 2. shop 8. arrive

3. :-o d. Bye for now. 3. smile 9. finish

4. PAW e. I’m joking. 4. ask 10. worry

5. BRB f. I’m happy. 5. try

6. G2G g. I’m surprised. D. Write Yes/No questions for these sentences.

(4 points each)
7. B4N h. As soon as possible.
Ex: I watched TV last night.
8. ;-) i. Be right back.
Did you watch TV last night?
9. CUL8R j. Parents are watching.
1. We liked the movie on Saturday.
B. Look at the calendar. Imagine today is March 14.
Fill in the blanks with the time expressions in the
box. (1 point each) 2. They enjoyed the baseball game last weekend.

MARCH
SUN MON TUE WED THU FRI SAT
3. James stopped by this morning.

4. I studied for the test all day yesterday.

1 2 3 4

5 6 7 8 9 10 11
Communication
12 13 14 15 16 17 18
E. Complete the conversation with expressions from
the box. (2 points each)
19 20 21 22 23 24 25

Be right back. Talk to you later.

26 27 28 29 30 31
We talked about Karen. Got to go.
What did you do last night? Don’t gossip.

last month a week ago last Monday Ted: (Ex:) What did you do last night?
three days ago last night yesterday Kim: I talked to Diane on the phone.

(1)
Ex: March 6 = last Monday
She likes Peter, but Peter doesn’t like her.
1. March 13 = Ted: Kim! (2)
2. March 7 = Kim: Sorry . . .
Ted: My mom is calling me.
3. February =
(3)
4. March 11 = Kim: OK.

5. 10:30 P.M. March 13 = Ted: Dinner’s ready. (4)

Kim: OK. (5)

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 Name ___________________________________________________________________________ Date __________________________

UNIT 6 TEST
Unit 6 test
3. time / What / was / concert / the / ?
Vocabulary
A. Write the occupation next to the definition. 4. the / they / Why / on / TV / were / show / ?
(2 points each)

pilots nurses doctors 5. ago / he / two / Where / was / hours / ?

drivers dentists mechanics
carpenters web designers hairdressers
D. Fill in the blank with the correct form of the
Ex: They help doctors. nurses irregular verb. (1 point each)
1. They cut hair.
Ex: He (tell) told me the test was last week.
2. They create websites.
1. Our bus driver (come) early today.
3. They drive trucks.
2. We (take) a long trip last summer.
4. They operate aircraft.
3. Brian (have) a great time at the party.
5. They treat sick people.
4. She (get) up late on Saturday.
6. They fix cars.
5. I (spend) a lot of money this weekend.
7. They work with wood.

8. They clean teeth.

Communication
Grammar E. Read the questions. Circle the letter of the correct
response. (2 points each)
B. Fill in the blanks with the past forms of the verb Ex: Was it a good movie?
be. (1 point each) a. Yes, it did. b. Yes, it was.

Gary: (Ex:) Were you at the party last night? 1. Did you go to the store this morning?
a. Yes, I was. b. Yes, I did.
Linda: No, I (1) . I (2) at the
school dance. 2. What did you do you last summer?
a. I went to Miami. b. I am on vacation.
Gary: (3) Thomas and Anna there?
3. Were your parents with you?
Linda: No, they (4) . What about you? a. Yes, they did. b. No, they weren’t.
Where (5) you last night? 4. Who went to the amusement park?
a. We did. b. We were.
Gary: I (6) at Wendy’s party.

C. Unscramble the words to write questions.

(3 points each)

Ex: last / were / Where / you / night / ?

Where were you last night?
1. at / school / at / you / five / Were / o’clock / ?

2. your / Who / house / was / last / at / weekend / ?

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 Name ___________________________________________________________________________ Date __________________________
UNIT FOR
TEST

Test for Units 1–3

TESTS
UNITS
ANSWER

Vocabulary
1–3 KEY

A. Write the times in numbers. (1 point each)

Ex: fifteen after eight 8:15 2. eleven o’clock 4. ten after five

1. nine-thirty 3. a quarter to twelve 5. five to seven

B. Write the times in words. (1 point each)

Ex: 9:55 five to ten 2. 12:00 4. 3:05

1. 2:15 3. 8:40 5. 4:30

C. Fill in the blanks with things in a town or city. (1 point each)

Ex: A museum is a place where you see exhibits.

1. A is a place where you mail letters. 6. A is a place where you wait for buses.

2. A is a place where you eat. 7. A is a place where you buy books.

3. A is a place where you see movies. 8. A is a place where you shop for food.

4. A is a place where you buy medicine. 9. A is a place where you save money.

5. A is a big place with lots of stores. 10. A is a place where you see animals.

D. Cross out the word or phrase that does not belong in the group. (1 point each)

Ex: ride a bike dance play the guitar sleep

1. Look out! Help me, please. Don’t look! Behind the zoo.

2. first after that rarely then

3. on the corner of finally next to behind

4. have breakfast like music get up take a shower

5. go to a party go shopping brush my teeth go to the movies

6. museum restaurant bank medicine

7. never sometimes usually late

8. five to six quarter past two twenty dollars ten-thirty

9. bread study milk cereal

10. where who with when

Grammar
E. Circle the letter of the correct answer. (1 point each)

Ex: What day today? 2. What time it?

a. are b. is c. does a. do b. does c. is

1. What time the party start? 3. How hours a day do you study?

a. do b. does c. is a. many b. any c. much

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T86
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 Name ___________________________________________________________________________ Date __________________________

TEST FOR UNITS 1–3

4. We dinner at seven o’clock. 9. There aren’t shops there.

a. have often b. often have c. often a. any b. some c. much

5. My sister late for school. 10. We always shopping on Sunday.

a. is never b. never does c. never be a. do go b. goes c. go

6. What usually have for breakfast? 11. any good restaurants here?

a. are you b. have you c. do you a. Is there b. Are there c. Do they

7. I always get home 4:30. 12. When Bill usually eat breakfast?

a. at b. on c. in a. do b. does c. don’t

8. a bank on this street?

a. Are there b. There are c. Is there

F. Fill in the blanks with when, where, or what and the correct form of do or be. You can use answers more than
once. Use contractions when possible. (2 points each)

Ex: What’s your name? 4. my backpack?

1. your birthday? 5. you usually get up?
2. you do on weekends? 6. day the party?
3. time the test?

G. Rewrite the imperatives in the negative. (3 points each)

Ex: Look! Don’t look!

1. Lock the door.

2. Eat that food!

3. Be rude.

H. Unscramble the words to write statements or questions. (3 points each)

Ex: often / We / at / restaurants / eat / . 7. some / are / shops / the / zoo / near / There / .
We often eat at restaurants.
1. hungry / am / I / always / . 8. Saturdays / do / do / you / on / usually / What / ?

2. speak / you / Spanish / Can / ? 9. usually / take / Then / shower / I / a / .

3. never / We / go / the / to / movies / . 10. malls / any / There / not / near / are / house / my / .

4. can / languages / What / speak / you / ? 11. quarter / gets / often / a / She / up / six / at / to / .

5. early / is / usually / She / . 12. Are / town / parks / there / any / this / in / ?

6. He / piano / can’t / the / play / .

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 Name ___________________________________________________________________________ Date __________________________
TEST FOR UNITS 1–3

I. Look at the picture. Fill in the blanks with the correct prepositions of location. (1 point each)

on across from between

in front of next to on the corner of

Ex: The zoo is in front of the YMCA.

1. The art museum is the supermarket and the post office.

2. The YMCA is the supermarket.

3. The movie theater is Coral Way and Palmetto Avenue.

4. The art museum is Coral Way.

5. The supermarket is the art museum.

J. Circle the letter of the correct answer. (1 point each)

Ex: She loves to her bike. 4. Can you breakfast?

a. ride b. play c. act a. cook b. act c. whistle

1. She can in the pool all day. 5. I can’t on my street.

a. draw b. dance c. swim a. Rollerblade b. soccer c. drums

2. Can you a picture for me? 6. You can a car when you are seventeen.
a. ride b. act c. draw a. ride b. play c. drive

3. Her mother can Spanish and English. 7. I can play the .

a. dance b. speak c. play a. soccer b. guitar c. skate
K. Number each set of sentences in the correct order. (1 point each)

Ex: 1 First, sit down. 3. Then I eat.

1. After that, read the story. 4. After that, I cook the food.

2. Then open your book. 5. First, I go to the store.

Communication
L. Match the questions or suggestions with the responses. Write the letters. (1 point each)
e Ex: Where do you live? a. No, there isn’t.

1. Can I go with you, please? b. I usually have toast and juice.

2. How many hours a day do you sleep? c. There’s one on Palmetto Avenue.
3. Is this a bad time? d. Yes, I do.

4. What time does the movie start? e. In Australia.

5. What do you have for breakfast? f. We speak Chinese.

6. Where is the YMCA? g. Yes, she can.

7. Let’s go the museum. h. Sure, you can.

8. Is there a restaurant near here? i. I often play sports.

9. Do you have any video games? j. Yes, it is.

10. Can she go to the party? k. Eight hours.

11. What do you usually do after school? l. Good idea.

12. What language do you speak at home? m. 8:30.

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 Name ___________________________________________________________________________ Date __________________________

TEST FOR UNITS 1–3

Reading
M. Read the message from New York. Write True or False. (1 point each)

Hey Juan,
I’m in New York! I’m here with my mom for a week. It’s a really cool city!
Our hotel is next to Central Park. The hotel has a big swimming pool. My mom and I usually
hang out and swim there for two or three hours in the morning. Then we eat lunch. There are
some good cafés across from our hotel. We usually sit outside and eat. I like watching the people
walk by.
In the afternoon, my mom usually goes shopping. I can’t stand going shopping with her. So I go
to the museums. There are a lot of cool museums here.
In the evenings, we often eat in a nice restaurant and then go to a Broadway show. You can see
some awesome shows here. We usually get back to the hotel late. We always go to bed around
twelve o’clock!
I don’t really want to go home and go back to school next week. Oh, well!
Marco

False Ex: Marco is with his father.

1. Marco’s hotel is in Central Park. 6. He and his mom go to museums together.

2. He hangs out at the pool in the morning. 7. Marco likes museums.

3. Marco can’t swim. 8. After dinner, Marco often sees a Broadway show.

4. There are not any cafés near his hotel. 9. He usually goes to bed early.

5. He loves going shopping with his mom. 10. Marco is an exchange student in New York.

Writing
N. Imagine you are on vacation. Write an e-mail to a friend. Talk about where you are and what you usually do.
(10 points)
Hey,

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 Name ___________________________________________________________________________ Date __________________________
TEST FOR UNITS 4–6

Test for Units 4–6

Vocabulary
A. Cross out the word that does not belong in each group. (1 point each)

Ex: bedroom house kitchen garage

1. eating sleeping sing having

2. is were am are

3. went tried sad had

4. ASAP CUL8R May PAW

5. dance sing cry tried

6. doctor driver carpenter cousin

7. asked got go went

8. do was were did

9. grumpy upstairs surprised sad

B. Write the room or part of a house next to each activity. (1 point each)

Ex: going up or down = stairs 2. eating = 4. taking showers =

1. sleeping = 3. cooking = 5. watching TV =

Grammar
C. Circle the letter of the correct answer. (1 point each)

Ex: I this e-mail on my computer now. 6. Who talk to?

a. write b. am writing c. am a. were you b. did you c. you did

1. Where you last night? 7 He a week in Miami right now.

a. was b. are c. were a. is spending b. spent c. was

2. They at the movie theater. 8. When you go to the movies?

a. wasn’t b. weren’t c. didn’t a. was b. did c. were

3. she enjoy the party? 9. She didn’t TV.

a. Was b. Is c. Did a. watch b. watching c. watched

4. We soccer yesterday 10. I to her at the mall a week ago.

a. played b. play c. playing a. talked b. talk c. talking

5. They the movie.

a. liked not b. didn’t like c. wasn’t like

D. Write the present continuous form of the verbs in parentheses. (1 point each)

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 Name ___________________________________________________________________________ Date __________________________

TEST FOR UNITS 4–6

Ex: John (listen) is listening to music. 6. They (use) your computer.

1. I (do) my homework. 7. (enjoy) Tina her new class?

2. Kim and Natasha (sit) in the living room. 8. What (do) you ?

3. We (play) basketball. 9. Where (go) this bus ?

4. (have) you a good time? 10. (study) you ?

5. Sam (write) an e-mail.

E. Rewrite the sentences in the negative. Use contractions. (2 points each)

Ex: Robert is helping his sister.

Robert isn’t helping his sister.
1. I am cooking dinner tonight.

2. The kids are playing volleyball.

3. You are doing your homework.

4. They are talking on the phone.

5. Nina is taking a shower.

F. Rewrite the sentences in the simple past. (2 points each)

Ex: We go to the movies on Saturday night. 6. They come to our house a lot.
We went to the movies on Saturday night.
1. Mona cries because she is sad. 7. I take a shower in the morning.

2. I spend my vacation there. 8. Stefan has cereal for breakfast.

3. He doesn’t buy his shoes there. 9. They enjoy plays and concerts.

4. My mother tells me to study. 10. We don’t get up early on Saturday.

5. She doesn’t play tennis on Friday.

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 Name ___________________________________________________________________________ Date __________________________
TEST FOR UNITS 4–6

G. Read the answers. Then complete the questions. (2 points each)

Ex: Q: Where did you go last night? 3. Q: Where your friends?

A: We went to a concert. A: They were at the mall.

1. Q: you Louisa? 4. Q: When you up?

A: Yes, I did. I talked to her yesterday. A: I got up at eight-thirty.

2. Q: What time the game? 5. Q: Where you dinner?

A: It was at six o’clock. A: We had dinner at home.

H. Unscramble the words to write statements or questions. (3 points each)

Ex: lunch / We / at / restaurant / had / a /. 7. doing / sisters / anything / your / Are / ?

We had lunch at a restaurant.
1. happy / was / I / morning / this / very / . 8. living / were / cookies / room / the / There / in / .

2. are / doing / What / right / they / now / ? 9. finish / last / homework / you / Did / your / night / ?

3. the / is / movie / new / theater / Where / ? 10. mall / friends / your / at / the / Were / ?

4. What / movie / start / did / time / the / ? 11. stop / a / minutes / she / few / by / ago / Did / ?

5. yesterday / you / do / did / What / ? 12. She / she / because / eat/ hungry / was / didn’t / .

6. absent / sick / They / because / were / they / were / .

Communication
I. Match the questions, statements, or responses with the answers. (2 points each)
b Ex: Is your mother reading? a. I was at the game.

1. Are there two bathrooms in your house? b. Yes, she is.

2. Let’s have a party for our teacher. c. Excellent idea!

3. Were they here last night? d. Jim did.

4. Where were you yesterday? e. Yes, they were.

5. Who did that? f. Yes, there are.

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 Name ___________________________________________________________________________ Date __________________________

TEST FOR UNITS 4–6

Reading
J. Read the e-mail. Write True or False. (1 point each)

Hi Andrea,
How are you? I had a very nice weekend. On Friday night, I went to a party. A lot of my friends
were there. We danced, and talked, and had some great food. It was a lot of fun.
On Saturday, I got up early. I had breakfast with my family, then we all went to the zoo. There
were a lot of cool animals. After that, we went to the movies. We watched a very funny movie
about dogs and cats. Then we had dinner in the city. We had some great hamburgers. We got
home about nine, and we all watched TV together. I went to sleep about eleven.
On Sunday, I got up late. I read a magazine and talked to some friends on the phone. Then I
cleaned my room and did homework. Then my aunt, uncle, and cousins came over. It was my
dad’s birthday and we had a small party for him. My mom cooked a great dinner, and we all had
cake and ice cream.
How was your weekend? Did you have a good time?
B4N,
Hillary

True Ex: Hillary enjoyed her weekend. 6. She had hamburgers in the city.

1. Hillary was at home on Friday. 7. She got up late on Sunday.

2. Her friends were at the party. 8. She didn’t do any homework.

3. She got up late on Saturday. 9. They had visitors on Sunday.

4. She went to the movies, then the zoo. 10. They had a big party for her father.

5. She went to the zoo with friends.

Writing
K. Write an e-mail to a friend about last weekend. Tell about Friday night, Saturday, and Sunday. (20 points)
Hi,

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 Tests answer key
UNIT TESTS
TESTS ANSWER

Unit tests answer key Grammar 4. How many hours of TV do you

watch each day?
D 5. What time do you usually go to
Let’s get started.
ANSWER

1. A: Can she play the piano? bed?

A B: No, she can’t.
KEY KEY

2. A: Can you sing a song in Spanish? Unit 3

1. boy 6. m
B: Yes, I can.
2. pencil 7. u Vocabulary
3. A: Can I erase the board?
3. Saturday 8. pen
B: No, you can’t. A
4. baby 9. desk
4. A: Can I use your pen?
5. book 10. baby 1. restaurant 6. movie theater
B: Yes, you can.
2. bank 7. post office
B Communication 3. mall 8. bookstore
1. girl 4. bus stop 9. zoo
E
2. teenager 5. drugstore 10. supermarket
3. woman 1. b
2. a Grammar
4. baby
5. man 3. a B
4. b
1. there are
C 5. b
2. There is
1. 4 7. 5 3. Is there
2. 6 8. 10 Unit 2 4. there isn’t
3. 8 9. 11 5. there are
Vocabulary
4. 1 10. 9
5. 2 11. 12 A C
6. 7 1. He brushes his teeth. 1. There aren’t any bus stops on this
2. He takes a shower. street.
D
3. He eats / has breakfast. 2. There are some movie theaters near
1. December 4. April 4. He goes to school. my house.
2. January 5. August 5. He does his homework. 3. There is a drugstore on Main Street.
3. February 4. There isn’t a museum on the corner.
Grammar
5. There aren’t any restaurants near the
E
B zoo.
1. Monday
1. After that, / Next, / Then he Communication
2. Wednesday
brushes his teeth.
3. Friday D
2. After that, / Next, / Then he takes a
F shower. 1. Sorry, I can’t.
3. After that, / Next, / Then he has 2. Let’s go tomorrow then.
1. pencil 3. pen
breakfast. 3. Good idea!
2. notebook 4. desk
4. After that, / Next, / Then he goes to 4. It’s across from the video game
school. store.
Unit 1 5. Finally, he does his homework. 5. Oh yeah.
Vocabulary
C
A Unit 4
1. They are never late to school.
1. 4:30 4. 4:10 2. We always get up early on school Vocabulary
2. 8:25 5. 8:45 days. A
3. 6:05 6. 2:40 3. She sometimes goes to the movies
1. bedroom 5. stairs
on Saturdays.
B 2. garage 6. bathroom
4. I am always hungry in the morning.
3. dining room 7. living room
1. three o’clock 5. My friends are often at my house.
4. kitchen
2. four-thirty
3. twenty to eight D Grammar
4. a quarter after ten 1. He never falls asleep in class.
B
5. twenty-five after nine 2. My family usually has dinner
together. 1. is reading 5. is smiling
C 2. are sitting 6. are shopping
Communication 3. am having 7. am doing
1. speak
2. play E 4. are watching
3. ride 1. What time do you get up? C
4. dance 2. What do you usually eat for
5. draw 1. Paul isn’t reading in the living room.
breakfast?
2. Hey, you’re not sitting in my chair!
3. What do you do in the afternoon?
3. I’m not having a good time in
Miami.

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 TESTS ANSWER KEY
4. They aren’t watching TV now. Grammar Grammar
5. Look! She isn’t smiling at me!
6. We aren’t shopping at the mall right B E
now. 1. wasn’t 4. weren’t 1. b 7. a
7. I’m not doing my homework. 2. was 5. were 2. c 8. c
Communication 3. Were 6. was 3. a 9. a
4. b 10. c
D C 5. a 11. b
1. I think she’s playing on the 1. Were you at school at five o’clock? 6. c 12. b
computer. 2. Who was at your house last
2. Sally’s using the computer. weekend? F
3. Dad’s helping mom. 3. What time was the concert? 1. When’s 4. Where’s
4. They’re working on the car. 4. Why were they on the TV show? 2. What do 5. When do
5. So Maria’s watching them. 5. Where was he two hours ago? 3. What; is 6. What; is

E D G
1. d 4. b 1. came 4. got 1. Don’t lock the door.
2. f 5. a 2. took 5. spent 2. Don’t eat that food!
3. e 3. had 3. Don’t be rude.
Communication H
Unit 5 E 1. I am always hungry.
Vocabulary 1. b 3. b 2. Can you speak Spanish?
2. a 4. a 3. We never go to the movies.
A
4. What languages can you speak?
1. c 6. a 5. She is usually early.
2. h 7. d Quarterly tests answer key 6. He can’t play the piano.
3. g 8. e 7. There are some shops near the zoo.
4. j 9. b Units 1–3 8. What do you usually do on
5. i Saturdays?
Vocabulary
9. Then I usually take a shower.
B
A 10. There are not any malls near my
1. yesterday 4. three days ago house.
1. 9:30
2. a week ago 5. last night 11. She often gets up at quarter to six.
2. 11:00
3. last month 12. Are there any parks in this town?
3. 11:45
Grammar 4. 5:10
I
5. 6:55
C 1. between
1. talked 6. invited B 2. across from
2. shopped 7. played 1. a quarter after two/fifteen after two 3. on the corner of
3. smiled 8. arrived 2. twelve o’clock 4. on
4. asked 9. finished 3. twenty to nine 5. next to
5. tried 10. worried 4. five after three
J
5. four-thirty
D 1. c 5. a
1. Did you like the movie on Saturday? C 2. c 6. c
2. Did they enjoy the baseball game 1. post office 3. b 7. b
last weekend? 2. restaurant 4. a
3. Did James stop by this morning? 3. movie theater
4. Did you study for the test all day K
4. drugstore
yesterday? 5. mall 1. 3 4. 2
Communication 6. bus stop 2. 2 5. 1
7. bookstore 3. 3
E 8. supermarket
1. We talked about Karen. 9. bank Communication
2. Don’t gossip. 10. zoo
3. Be right back. L
4. Got to go. D 1. h 7. l
5. Talk to you later. 1. Behind the zoo. 2. k 8. a
2. rarely 3. j 9. d
Unit 6 3. finally 4. m 10. g
4. like music 5. b 11. i
Vocabulary 5. brush my teeth 6. c 12. f
A 6. medicine
7. late
1. hairdressers 5. doctors
8. twenty dollars
2. web designers 6. mechanics
9. study
3. drivers 7. carpenters
10. with
4. pilots 8. dentists

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 D H
TESTS ANSWER KEY
Reading
1. am doing 1. I was very happy this morning.
M
2. are sitting 2. What are they doing right now?
1. False 6. False 3. are playing 3. Where is the new movie theater?
2. True 7. True 4. Are; having 4. What time did the movie start?
3. False 8. True 5. is writing 5. What did you do yesterday?
4. False 9. False 6. are using 6. They were absent because they were
5. False 10. False 7. Is; enjoying sick.
Writing 8. are; doing 7. Are your sisters doing anything?
9. is; going 8. There were cookies in the living
N 10. Are; studying room.
Answers will vary. 9. Did you finish your homework last
E night?
Units 4–6 1. I’m not cooking dinner tonight. 10. Were your friends at the mall?
Vocabulary 2. The kids aren’t playing volleyball. 11. Did she stop by a few minutes ago?
3. You aren’t doing your homework. 12. She was hungry because she didn’t
A 4. They aren’t talking on the phone. have lunch.
1. sing 5. Nina isn’t taking a shower. Communication
2. were
F I
3. sad
4. May 1. Mona cried because she was sad. 1. f
5. tried 2. I spent my vacation there. 2. c
6. cousin 3. He didn’t buy his shoes there. 3. e
7. go 4. My mother told me to study. 4. a
8. do 5. She didn’t play tennis on Friday. 5. d
9. upstairs 6. They came to our house a lot.
7. I took a shower in the morning.
Reading
B 8. Stefan had cereal for breakfast. J
1. bedroom 9. They enjoyed plays and concerts.
1. False 6. True
2. dining room 10. We didn’t get up early on Saturday.
2. True 7. True
3. kitchen 3. False 8. False
G
4. bathroom 4. False 9. True
5. living room 1. Did; talk to 5. False 10. False
2. was
Grammar 3. were Writing
C 4. did; get K
5. did; have Answers will vary.
1. c 6. b
2. b 7. a
3. c 8. b
4. a 9. a
5. b 10. a

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 Grammar reference

GRAMMAR REFERENCE
The Grammar reference section presents in-depth information for each of the grammar charts in the
Student Book. It can serve as a quick refresher on grammar, give you ideas for further exploiting the
grammar charts, and help prepare you for student questions. Each Grammar reference item consists
of two parts: an explanation and an example.

When preparing for class, review the information in the relevant Grammar reference section. Make
note of any helpful information in the chart that you think your students need to know. Write
down any examples you might want to put on the board. Be careful, however, not to overload your
students with information—choose additional points carefully and sparingly.

Suggested procedures
• After students have read the grammar chart and completed Discovering grammar, introduce the
grammar point you want to share with your students by writing the example on the board. Then
ask questions about the example to help students figure out the rule for themselves. For example,
for the first Grammar reference point from Unit 1, page 8:

(Explanation) (Example)

Imperative sentences are used to give orders, Orders: Close the door!
instructions, and warnings, and to make polite requests. Instructions: Read the first three pages.
Imperative sentences end with an exclamation mark or Warnings: Be careful!
a period. Polite requests: Please tell me.

• Say We usually use imperative sentences to express four things.

• Write the four functions on the board:
Orders
Instructions
Warnings
Polite requests
• Say I’m going to write four sentences on the board. How do we use the imperative in each?
• Write the four example sentences on the board in random order:
Please, tell me.
Read the first three pages.
Close the door!
Be careful!
• Ask How do we use the imperative in the first sentence? (to make a polite request) How do we use
the imperative in the second sentence? (to give instructions) Elicit usages of the imperative for all
the sentences, writing Orders, Instructions, Warnings, and Polite requests on the board next to the
appropriate sentences.
• Ask What punctuation do you use at the end of an imperative sentence? (a period or an exclamation
mark).
• Summarize the function of the imperative by saying, We usually use the imperative to give orders,
instructions, warnings, and to make polite requests. We end imperative sentences with a period or an
exclamation mark.
• Elicit one or two other examples for each usage of the imperative by asking What’s another example
of an imperative sentence for an order? For an instruction? For a warning? For a polite request?

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 GRAMMAR REFERENCE

Unit 1, page 8: Imperatives

Imperative sentences are used to give orders, Orders: Close the door!
instructions, and warnings, and to make polite Instructions: Read the first three pages.
requests. Imperative sentences end with an Warnings: Be careful!
exclamation mark or a period. Polite requests: Please tell me.
Most imperative sentences start with the base Buy the tickets!
form of a verb. Try this food.
Most negative imperative sentences begin with do Do not open the door!
not or the contraction don’t. Don’t ask any questions.

Unit 1, page 10: Can to talk about abilities

The word can may be used to talk about abilities. My aunt is able to speak English.
→ She can speak English.
Affirmative sentences about ability are formed Subject + can + base form of verb (+ complement)
using a subject noun/pronoun, can, the base form My uncle can speak Chinese.
of a verb, and a complement if needed. I can play the guitar.
Yes/No questions about ability begin with Can Can + subject + base form of verb (+ complement)
followed by a subject and the base form of a verb. Can you skate?
To answer Yes/No can questions, begin with Yes or Yes/No + subject + can/can’t
No followed by a subject, can or can’t, and the base Yes, I can.
form of a verb. No, I can’t.
To form What questions with can, start with What (+ complement) + can + subject + verb
What followed by a complement if needed, can, a What can she play?
subject, and the base form of a verb. What music can she play?
To form Who questions with can, start with Who Who + can + verb (+ complement)
followed by can, the base form of a verb, and a Who can sing?
complement if needed. Who can sing a song?

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 GRAMMAR REFERENCE
Unit 2, page 16: Sequence words
Use the simple present to talk about habitual I study every day.
activities (things you do regularly). We always go to my cousins’ house on Sundays.
Use sequence words to show the order in which First, I get dressed. Then I eat breakfast. Next, I read
things happen. Sequence words include first, next, the newspaper. After that, I make my lunch. Finally,
then, after that, finally. I go to school.
You can use a comma after the sequence words First, I get up.
first, after that, next, and finally. However, you Next, I brush my teeth.
cannot use a comma after then. After that, I take a shower.
Finally, I get dressed.
Then we talk about the story.

Unit 2, page 17: Adverbs of frequency; How often?

Adverbs of frequency answer the question: How How often are you late?
often . . . ? Adverbs of frequency include always, I’m rarely late.
usually, often, sometimes, seldom, rarely, never.
To describe things that are done or occur on a I always brush my teeth in the morning.
regular basis, use usually, often, always. I usually eat breakfast.
I often walk to school.
To describe things that are done or occur I sometimes watch TV at night.
infrequently, use sometimes, seldom, rarely. I seldom eat before meals.
I rarely drink coffee.
Adverbs of frequency usually come after be. Subject + be + adverb + complement
Maria is rarely late.
Adverbs of frequency usually come before Subject + adverb + verb (+ complement)
other verbs. My mother usually cooks breakfast.
To ask about frequency, use How often followed by How often + be + subject + complement
be or do/does. How often are you early?
How often + do/does + subject + verb
(+ complement)
How often do you walk to school?

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 GRAMMAR REFERENCE
Unit 3, page 27: Prepositions of location
Prepositions of location are used to identify the
locations of people, places, and things.
Next to refers to a person, place, or thing that is
beside another person, place, or thing.
The preposition behind refers to the location of
a person, place, or thing that is at the back of
another person, place, or thing.
On the corner of refers to the place where two
streets meet.
In front of refers to the location of a person, place
or thing that faces another person, place, or thing.
Across from refers to the location of a person,
place, or thing that is on the other side of another
person, place, or thing.
The preposition between refers to the location of
a person, place, or thing that is in the middle of
two things.
The preposition in refers to a location in a certain
area or in an enclosed space.
The preposition on refers to the location on a
surface. Use on to refer to a street.
Unit 3, page 28: There is/There are
Use There is / There are to show that something
exists, often in a specific place.
To form affirmative statements, start with There
followed by the correct form of be, the subject,
and a place if needed.
There is is usually contracted to there’s.
To form negative statements, begin with There
followed by be and not, and the subject.
Use some to indicate a quantity in an affirmative
statement. Use any in a negative statement.
To ask Yes/No questions with there is/there are,
begin with be followed by there, a/an or any, and
a noun.
To answer Yes, use Yes, there, and be.
To answer No, use No, there, be, not, and any
if desired.
Postcards_splitB_TE1_GR.indd 100
The bank is on the corner of Theo Lane.
Jesse’s house is behind the school.
The library is right next to the post office.
The pool is behind the hotel.
The house is on the corner of Bay and First Street.
I can’t see because you are right in front of me.
The park is across from the hotel.
Kate wants to sit between her mother and her sister.
Miami is a city in Florida.
The restaurant is in the mall.
We live on this street.
There is a great art museum in the city.
There are many Asian restaurants on our street.
There + be + subject (+ place)
There is a post office on the corner.
There are some interesting stores here.
There is → There’s
There + be + not + subject (+ place)
There isn’t anyone here.
There are some great stores here.
There aren’t any hotels in this town.
Be + there + a/an/any + subject (+ place)
Are there any good parks in Miami?
Is there a bathroom here?
Yes + there + be
Yes, there is.
No + there + be + not (+ any)
No, there aren’t (any).
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Unit 4, page 36: The present continuous: be (am/is/are) + verb -ing
The present continuous is something that is
happening right now. The simple present refers to
events that happen frequently or to conditions that
rarely change.
To form the present continuous of most words,
just add -ing.
To form the present continuous of words ending
in a consonant and -e, drop the -e and add -ing.
To form the present continuous of words that
end with a stressed consonant-vowel-consonant
pattern, double the final consonant.
To form affirmative statements in the present
continuous, start with a subject followed by be
and a verb ending in -ing.
To form negative statements in the present
continuous, start with a subject followed by be,
not, and a verb ending in -ing.
You can use the present continuous to talk about
something that is happening right now and
continuing into the future.
GRAMMAR REFERENCE
Present continuous: I’m sitting in the front row (as
I speak).
Simple present: I always sit in the front row.
I’m dreaming about my family vacation.
They’re speaking for all of us.
You’re making a big mistake.
We’re having a party for our grandparents.
My brother is hitting the ball.
My cousin is letting us use his computer.
Subject + be + verb -ing
My grandmother is talking (on the phone).
We are walking ( to the park).
Subject + be + not + verb -ing
We are not swimming.
He is not driving.
I am living in Florida.
We are learning English.

Unit 4, page 38: The present continuous: be (am/is/are) + verb -ing

To ask Yes/No questions in the present continuous, Be + subject + verb -ing
begin with be, followed by a subject and a verb Are you working?
ending in -ing.
To answer Yes questions in the present continuous, Yes + subject + be
begin with Yes followed by a subject and be. Yes, I am.
To answer No questions, begin with No followed No + subject + be + not
by a subject, be, and not. No, I am not.
No, I’m not.
To ask most information questions in the present Wh- + be + subject + verb -ing
continuous, begin with a Wh- word followed by be, What is he reading?
a subject, and a verb ending in -ing. Where are they going?
To ask a general question, use What and doing. What are you doing?

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 GRAMMAR REFERENCE

Unit 5, page 44: The simple past of regular verbs

Use the simple past to talk about events that were We moved to Florida in 1999.
started and finished in the past. We studied for the test last night.
To form the simple past of most regular verbs that talk → talked
end in a consonant, add -ed. This includes words play → played
ending in a vowel and -y.
To form the simple past of regular verbs that end smile → smiled
in -e, add -d. care → cared
To form the simple past of regular verbs that end cry → cried
in a consonant and -y, drop the -y and add -ied. try → tried
To form the simple past of regular verbs that stop → stopped
end with a stressed consonant-vowel-consonant plan → planned
pattern, double the final consonant and add -ed.
To form affirmative statements in the simple past, Subject + past tense of verb (+ complement)
begin with a subject followed by a past tense verb They talked.
and a complement if needed. She cried all day.
To form negative statements in the simple past, Subject + did + not + base form of verb
begin with a subject followed by did not, the base (+ complement)
form of a verb, and a complement if needed. They did not try at all.
Did not is usually contracted to didn’t in did not → didn’t
conversation and informal writing. We didn’t study.

Unit 5, page 46: The simple past of regular verbs

To form Yes/No questions in the simple past, begin Did + subject + base form of verb (+ complement)
with Did followed by a subject, the base form of a Did they call yesterday?
verb, and a complement if needed. Did you move last year?
To answer Yes/No questions in the simple past Yes + subject + did
in the affirmative, begin with Yes followed by a Yes, I did.
subject and did. Yes, they did.
To answer Yes/No questions in the simple past in No + subject + didn’t/ did + not
the negative, begin with No followed by a subject No, I didn’t.
and did not or didn’t. No, they did not.

Unit 5, page 47: The simple past of regular verbs

To form Who questions in the simple past tense, Who + past tense of verb
begin with Who followed by the past tense of the Who called?
verb. Who is the subject of the sentence. Who picked you up?
Do not use do/did/does when Who is the subject. X Who did call? ✓ Who called?
To answer Who questions, begin with a subject Subject + past tense of verb
followed by the past tense of the verb, or answer Who called?
with a name alone. Theo called. or Theo.

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 GRAMMAR REFERENCE
Unit 6, page 54: The simple past of be (was/were)
The simple past of be for affirmative statements is I was you / we / they were
was/were. he / she / it was
The simple past of be for negative statements is I was not you / we / they were not
formed with was/were and not. he / she / it was not
Was not / Were not are usually contracted to wasn’t was not → wasn’t
and weren’t in conversation and informal writing. were not → weren’t

Unit 6, page 55: The simple past of be (was/were)

To form Yes/No questions with the simple past of Was/Were + subject + complement
be, begin with Was/Were followed by a subject Was she sick last week?
and complement. Were they late?
To answer Yes/No questions with the simple past Yes + subject + was/were
of be in the affirmative, begin with Yes followed by Was she sick last week? Were they late?
a subject and was/were. Yes, she was. Yes, they were.
To answer Yes/No questions with the simple past No + subject + was/were + not
of be in the negative, begin with No followed by a Was she sick last week?
subject and was not / wasn’t / were not / weren’t. No, she was wasn’t.
Were they late?
No, they were not.
To ask information questions with the simple past Who/Where/Why/What/ When/How + was/were
of be, begin with a Wh- question word followed by Who was in the car?
the simple past tense form of be. Why were they late?
Where was he?
To answer Why questions with the simple past of Why were they late?
be, begin with the subject or Because. They were late because the bus was late.
Because the bus was late.

Unit 6, page 56: The simple past of irregular verbs

To ask Who questions with irregular verbs in the Who + verb (+ complement)
simple past, begin with Who followed by a verb in Who took the books?
the simple past and a complement if needed.
To ask other information questions with irregular When + did + subject + base form of verb
verbs in the simple past, begin with the Wh- (+ complement)
question word followed by did, a subject, a verb in When did Gloria come home?
the base form, and a complement if needed.

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 Peer editing checklist
Is the first letter of each sentence capitalized?

she is a student. She is a student.

Are proper nouns (people’s names, place names) capitalized?

My brother’s name is paul . My brother’s name is Paul.

He lives in los angeles . He lives in Los Angeles.

Is there a period (.) or exclamation mark (!) at the end of each sentence?

I like Shakira I like Shakira.

She’s cool She’s cool!

Is there a question mark (?) at the end of each question?

What’s your name What’s your name?

Is the vocabulary correct?

My mother is fourteen . My mother is forty.

Is the spelling correct?

He’s an excheng student. He’s an exchange student.

Do sentences and questions have the correct word order?

You are a student? Are you a student?

Are the verbs correct?

I be fine. I am fine.

He like hip-hop. He likes hip-hop.

Are words such as first, next, or after that used if needed?

I get up. I eat breakfast. First I get up. After that, I eat breakfast.
Are the paragraphs clear and easy-to-understand?

This is my sister. Her name is Anna.

Her name is Anna. She likes sports. We
play tennis. This is my sister. She likes sports. She plays tennis.
I do, too.

104 Peer editing checklist

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 Name Unit: Date

STUDENT SELF-EVALUATION
Student self-evaluation
Look back over the last unit. Think about what you learned. Answer these questions:

1. For me, everything in this unit was:

easy OK difficult.

[If you checked “difficult,” answer this question:]

How can I learn the material in this unit?

2. The grammar was:

easy OK difficult.

[If you checked “difficult,” answer this question:]

How can I learn the grammar in this unit?

3. The vocabulary was:

easy OK difficult.

[If you checked “difficult,” answer this question:]

How can I learn the vocabulary in this unit?

4. My favorite words in this unit are:

, , , and .

5. My favorite useful expression in this unit is:

6. Lately, I think I am improving my:

speaking listening pronunciation.

7. Lately, I think I need more practice with:

speaking listening pronunciation.

8. Lately, I am…

always sometimes not so often

…attending class regularly.
…speaking English only in class.
…studying at home.
…completing all assignments.
…asking the teacher or other students for help.

Copyright © 2008 by Pearson Education, Inc.

105 Permission granted to reproduce for classroom use.

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Postcards_splitB_TE1_GR.indd 106 2/27/07 10:22:22 AM
Postcards_splitB_TE1_GR.indd 107
Certificate of Achievement

has successfully completed Postcards Level 1B and has

demonstrated satisfactory proficiency in the English language.

This certificate is hereby awarded this _ day of _, in the year _.

Copyright © 2008 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

2/27/07 10:22:22 AM
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 Illustration credits
Daniel Delvalle: pp. 30 (top), 54; Michael Hortens: pp. 19, 30 (bottom), 35, 40, 45;
Brian Hughes: pp. 3 (top and middle), 4; Hal Just: pp. 24-25, 28; Patrick Merrell:
p. 22; Chris Reed: pp. 5, 10, 16; Robert Roper: pp. 12, 50; Andrew Shiff: pp. 3
(bottom), 17, 27; Ron Zalme: p. 38.

Photo credits
All original photography by Michal Heron; cover (Miami) Angelo Cavalli/Getty
Images, (shell) Dorling Kindersley; borders (globe) Larry Williams/Corbis,
(clouds) Royalty-Free/Corbis; p. 9 (theater) Abdiel Thorne; p. 15 (1) John & Dallas
Heaton/Corbis, (2) Jim Scourletis/PictureQuest, (3) Kathy Ferguson-
Johnson/PhotoEdit, (4) Steve Skjold/PhotoEdit; p. 18 Images; p. 20 Vicky
Kasala/Getty Images; p. 23 (top) Photodisc/Getty Images, (bottom) Jonathan
Nourok/PhotoEdit; p. 32 (top) Annebicque Bernard/Corbis Sygma, (middle) The
Living Earth, Inc., (bottom) Bob Krist/Corbis; p. 33 (top) Paul A. Souders/Corbis,
(bottom right) Catherine Karnow/Corbis, (bottom left) Richard T. Nowitz/Corbis;
p. 40 Handout/Getty Images; p. 51 (top to bottom) Creative Eye/MIRA.com,
Shutterstock.com, Nature Picture Library, Nature Picture Library; p. 54 (top left)
Bettmann/Corbis, (top right) Tim Graham/Getty Images, (middle left) Corbis,
(middle right) Topham/The Image Works, (bottom left) Bettmann/Corbis, (bottom
right) Underwood & Underwood/Corbis; p. 57 (top left to right) Mark
Richards/PhotoEdit, DesignPics Inc./Index Stock Imagery, Image 100/Fotosearch,
ThinkStock LLC/Index Stock Imagery, (bottom left to right) Jon Feingersh/Corbis,
PhotoDisc/Fotosearch, Corbis/Fotosearch, Omni Photo Communications
Inc./Index Stock Imagery, Bill Miles/Corbis, Michael Keller/Corbis; p. 58 Royalty-
Free/Corbis, (inset) Paramount/The Kobal Collection; p. 60 (top) Photo Research-
ers, Inc., (bottom) Mary Kate Denny/PhotoEdit; p. 61 Tony Freeman/PhotoEdit; p.
62 Maurizio Gambarini/epa/Corbis; p. 63 Dorling Kindersley; p. 64 (1) 2004
Universal Orlando. All rights reserved, (2) Courtesy Parc du Futuroscope, (3)
2001 Universal Orlando. All rights reserved; p. 65 (4) 1999 Universal Studios
Escape. A Universal Studios/Rank Group joint venture, (5) Maury
Christian/Corbis Sygma, (6) Kuka/Digital Vision/Prod AFP-futuroscope; p. 66 (1)
Digital Vision/Getty Images, (2) Steve Prezant/Corbis; p. 67 Image Source/Getty
Images.

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